Media and Information

SHS Literacy
Grade 12
 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 book 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.

This module was carefully examined and revised in accordance with the
standards prescribed by the DepEd Region 4A and Curriculum and Learning
Management Division CALABARZON . All parts and sections of the module are
assured not to have violated any rules stated in the Intellectual Property Rights
for learning standards.

The Editors
 Media and Information Literacy
Grade 12

Regional Office Management and Development Team: Job S. Zape, Jr.,

Fe M. Ong-Ongowan, Lhovie A. Cauilan, Eugene Ray F. Santos

Schools Division Office Management Team: Gemma Cortez, Rosemarie Blando,

Leylanie V. Adao, August Jamora, Rhessie M. Ambion, Hazel Angelyn E. Tesoro

Media and Information Literacy Grade 12

PIVOT IV-
Quarter 1, Version 1
First Edition, 2020

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Wilfredo E. Cabral
Assistant Regional Director: Ruth L. Fuentes
 For the Parents/Guardian

This module aims to assist you, dear parents, guardians, or

siblings of the learners, to understand how materials and activities
are used in the new normal. It is designed to provide the information,
activities, and new learning that learners need to work on.

Activities presented in this module are based on the Most

Essential Learning Competencies (MELCs) for Media and Information
Literacy as prescribed by the Department of Education.

Further, this learning resource hopes to engage the learners in

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.

You are expected to assist the child in the tasks and ensure the
Be reminded that learners
have to answer all the activities in their own notebook.

For the Learners

The module is designed to suit your needs and interests using

the IDEA instructional process. This will help you attain the
prescribed grade-level knowledge, skills, attitude, and values at your
own pace outside the normal classroom setting.

The module is composed of different types of activities that are

arranged according to graduated levels of difficulty from simple to
complex. You are expected to answer all activities on separate
sheets of paper and submit the outputs to your respective teachers
on the time and date agreed upon.
 Parts of the LM Description

What I need to
know The teacher utilizes appropriate strategies in presenting
Introduction

the MELC and desired learning outcomes for the day

or week, purpose of the lesson, core content and
relevant samples. This allows teachers to maximize
learners awareness of their own knowledge as regards
content and skills required for the lesson
What is new

The teacher presents activities, tasks , contents of

What I know
Development

value and interest to the learners. This shall expose the

learners on what he/she knew, what he /she does not
know and what she/he wanted to know and learn.
What is in Most of the activities and tasks must simply and
directly revolve around the concepts to develop and
master the skills or the MELC.
What is it

The teacher allows the learners to be engaged in

What is more
to meaningfully connect their learnings after doing the
Engagement

tasks in the D. This part exposes the learner to real life

situations /tasks that shall ignite his/ her interests to
What I can do meet the expectation, make their performance
satisfactory or produce a product or performance
which lead him/ her to understand fully the skills and
What else I can concepts .
do

The teacher brings the learners to a process where

What I have they shall demonstrate ideas, interpretation, mindset or
Assimilation

learned values and create pieces of information that will form

part of their knowledge in reflecting, relating or using it
effectively in any situation or context. This part
encourages learners in creating conceptual structures
What I can
giving them the avenue to integrate new and old
achieve
learnings.
WEEK Introduction to Media
1 and Information Literacy
I Lesson

Welcome to Media and Information Literacy (MIL)!

Our topic today embodies essential knowledge that should allow you to
engage with media and information channels in a meaningful manner. At the end
of this lesson, you should be able to describe how communication is influenced by
media and information; identify the similarities and differences of media literacy,
information literacy, and technology literacy; and discuss responsible use of media
and information.
Learning Task 1: Think of the past week, and record your use and interaction
with media and information providers such as the internet, social media, TV,
radio, newspaper, etc. Indicate how many hours you spent with each one. These
do not have to be exact and you can estimate the number of hours you spend each
week. Write your answers in your notebook.
Sample Time Spent
A. Internet 1 hour, 30 minutes
B. Television 2 hours
C. Social Media 3 hours
D. Radio 15 minutes
E. Newspaper 5 minutes
Gather reaction from your parents and siblings about how you usually
spend most of your time. Note also their perception on the roles of media in daily
life (e.g. leisure, learning, communication, etc.)?

Learning Task 2: We are now living in the 21st Century where people are
dependent on technology. Imagine waking up one day without internet, libraries,
and cell phones. Newspapers, magazines, radio stations and TV channels have
also disappeared. Answer the questions below in your notebook.
1. How would you be informed of anything now?
2. What ways would you have to communicate with one another?
3. How would you share information and communicate news and events?
4. What would happen with the decisions you usually make?
5. How would it affect the way you live?
6. What would you personally miss most in such situation?
7. What would society miss in this situation?
 D
Learning Task 3: Study the images below and answer the questions in your
notebook.
1. Do you believe that these news items are true? How did you know they
are true/false?
2. Are all news and information in the internet true? Why or why not?
3. Who gets to post news items online? Expound.

The following are definitions of concepts related to Media and Information

Literacy:
Literacy is 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 wherein individuals are
able to achieve their goals, develop their knowledge and potential, and
participate fully in their community and wider society.
Media is the physical objects used to communicate with, or the mass
communication through physical objects such as radio, television, computers,
film, etc. It also refers to any physical object used to communicate messages.
Media Literacy is the ability to access, analyze, evaluate and create media in a
variety of forms. It aims to empower citizens by providing them with the
competencies (knowledge and skills) necessary to engage with traditional
media and new technologies.
Information is a broad term that covers processed data, knowledge derived
from study, experience, instruction, signals or symbols.
Information Literacy is the ability to recognize when information is needed,
and locate, evaluate and communicate information in its various formats.
Technology Literacy is 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 and Information Literacy refers to essential skills and competencies
that allow individuals to engage with media and other information providers
effectively, as well as develop critical thinking and life-long learning skills to
socialize and become active citizens.

Learning Task 4: Now that you are already familiar with the definition of
literacies, create a Venn diagram that illustrates your understanding of the
concepts below in terms of use and purpose. Do this in your notebook.

E
Learning Task 5: Imagine yourself as a journalist. You were tasked to write an
article. Accomplish the media and information design framework for this article by
answering the matrix below. Answer the essential question that follow. Do this in
your notebook.

Essential Question: How did the guide questions help you as a journalist?
 A
Learning Task 6: Do the activities below in your notebook.

1. Create an acrostic poem that describes an individual who is media and

information literate. You may use as many letters to form your key word.
See the sample acrostic below.

Sample acrostic poem taken from ExtraEssay. (n.d.). fbnotify.top Coming Soon.
Retrieved September 6, 2020, from https://fbnotify.top/rbessay/

2. Create a comic strip that shows the activities/habits that you practice to
demonstrate responsible use of media and information. Make sure to use
speech and thought balloons as well. Do this in your notebook

Scene 1 Scene 2 Scene 3

Scene 4 Scene 5 Scene 6

WEEK The Evolution of Traditional
2 to New Media
I Lesson

Good day, learners! Our lesson for today focuses on the evolution of
traditional to new media. At the end of this lesson, you should be able to explain
how the evolution of media from traditional to new media shaped the values and
norms of people and society and make a timeline or historical record of your
interaction with and exposure to traditional and new media. Enjoy!

Learning Task 1: Study the picture of the maiden voyage or sinking of RMS
(Royal Mail Ship) Titanic. Answer the following questions in your notebook:

By Willy Stöwer, died on 31st May 1931 - Magazine Die Gartenlaube, en:Die Gartenlaube and de:Die
Gartenlaube, Public Domain, https://commons.wikimedia.org/w/index.php?curid=97646

1. What is the famous world event that happened on April 14, 1912?
2. If the Titanic sank somewhere in the Atlantic Ocean, how do you think the

3. If the Titanic sank today, in what format would people receive or read the
news?

D
Take a look at the timetables shown in the succeeding pages. Trace the early
beginnings of media and information throughout history and how it has evolved
over the years.
The photos that you will see were taken from a Sutori presentation by Ms.
Ann Rosenin Aranas found online.
The Evolution of Media through Ages
1. Pre-Industrial Age (Before 1700's)
In the Pre-Industrial Age, people had discovered the following
developments:
creating fire
making paper out of plants
forging weapons and tools with stone, bronze, copper and iron

Source: Aranas, A. R. (n.d.). The Evolution of Media through Ages. Sutori. Retrieved https://www.sutori.com/story/the-evolution-
of-media-through-ages--6cGWXTpGatuEoZQGqwvCjnY2
2. Industrial Age (1700s-1930s)
The Industrial Age is when people discovered the following:
using power steam,
developing machine tools,
establishing iron production,
manufacturing various products, and
publishing books through printing press.

Source: Aranas, A. R. (n.d.). The Evolution of Media through Ages. Sutori. Retrieved https://www.sutori.com/story/the-evolution-
of-media-through-ages--6cGWXTpGatuEoZQGqwvCjnY2
3. Electronic Age (1930s-1980s)
In the Electronic Age, people paved way for the following developments:
inventing the transistor
harnessing the power of transistors that led to the invention of:
transistor radio
electronic circuits
early computers
improvement of the efficiency of the long distance communication

Source: Aranas, A. R. (n.d.). The Evolution of Media through Ages. Sutori. Retrieved https://www.sutori.com/story/the-
evolution-of-media-through-ages--6cGWXTpGatuEoZQGqwvCjnY2
4. Information Age (1900s-2000s)
The era where we now live in, the Information Age, is when the Internet has
opened more opportunities for faster, real-time communication, including the
advent of social network.
Technology users have enjoyed the benefits of microelectronics with the
invention of the following:
personal computers,
mobile devices, and
wearable technology.
Moreover, digitization of voice, images, sound and data is prevalent in this
age with the help of technology advancements and artificial intelligence (AI).

Source: Aranas, A. R. (n.d.). The Evolution of Media through Ages. Sutori. Retrieved https://www.sutori.com/story/the-evolution-
of-media-through-ages--6cGWXTpGatuEoZQGqwvCjnY2
Learning Task 2: Complete the table with necessary information. Do this in your
notebook.

Learning Task 3: Below is a timetable created by Ms. Shania Sambaan available

online via website named Timetoast. Analyze the content of the timetable and
share your insights about it. Write your 50-word insight in your notebook.

Source: Sambaan, S. (2007). The evolution of media in the Philippines timeline. Timetoast. Retrieved https://www.timetoast.com/
timelines/the-evolution-of-media-in-the-philippines-2a6e8df1-0455-4873-b9ea-1da1a1b0ea56

E
Learning Task 4: In your notebook, create a timeline of your exposure to
traditional and new media. For each item, include a short description and
personal insight.
 A
Learning Task 5: Fill in the blanks with the correct terminology. Choose your
answers from the word bank. Write your answers in your notebook.
Word Bank
telegraph, computer and machines oral language electronic age
radio and the internet
telephones

1. During prehistoric times, the medium of communication was primarily

through ____________.
2. The Industrial Age started in England and other European countries in the
18th century. This period started the shift from agricultural and handicraft
economy to one that is dominated by _____________.
3. In the Industrial Age, communication channels like _____________ were
developed.
4. The ______________ made great contribution in the development of radio,
television, films and telephone as media of communication.
5. In the Information Age, the ______________ become part of the everyday life of
an individual.
 Types of Media: WEEK
Print, Broadcast and New Media 3

I
Good day, learners! Today, you will learn about the different types of media
such as print, broadcast and new media. Specifically, you will be able to compare
and contrast how one particular issue or news is presented through the different
types of media (print, broadcast and new media); and study various media
formats, such as books, newspaper, television, YouTube, magazines, social
network, radio, mimeography, newsletter, cellphone, journals and film/movie.

Learning Task 1: In your notebook, classify the given terms based on their
corresponding columns using the table below.

books newspaper television YouTube magazines

social network radio mimeography newsletter
cellphone journals film/movie.

Print Broadcast New Media

D
Types of Media
The different types of media are print, broadcast and new media.
Print
Printing was discovered by the Chinese but Europeans and other countries
contributed to the present technology in printing. Printing covers books,
newspaper, magazines, comics, journals, textiles, plates, wallpaper, packaging
and billboards.
Broadcast
More than a century after films were developed, audience are now amazed
with the action and creative movements provided by films which are highlighted
in Science fiction and action movies.
Television, on the other hand, has also gone a long way providing the latest
news, both local and international in real time while the news is happening.
Radio is more popular in rural areas because there are battery-operated
radios that people can be carried to the field to listen to news, music and radio
dramas.
New Media (Internet)
Internet is a global system of interconnected computer networks that use
the standard Internet Protocol Suite (TCOP/IP) to serve billions of users
worldwide. It is a network of networks consists of millions of private, public,
academic, business and government networks of local to global scope that are
linked by a broad array of electronic and optical networking technologies.
In this age, print media is still important for contracts and other business
transactions. Radio is still an important part of media, especially during power
shortage, as there are available batteries to operate the radio. Television is still a
popular form of media for entertainment especially with the availability of cable
TV.
All these, print, radio, television and films can now be accessible through
the internet. The new media provides convenience and speed for people to quickly
do business transactions, enjoy entertainment, conduct research and
communicate using the internet.

Media Convergence

the co-existence of traditional and new media

the co-existence of print media, broadcast media (radio and television), the
internet, mobile phones, as well as others, allowing media content to flow
across various platforms

the ability to transform different kinds of media into digital code, accessible by
a range of devices (ex. from the personal computer to the mobile phone)
creating a digital communication environment

Learning Task 2: Think/Recall a controversial issue or news that has been

featured in print, broadcast and new media. Complete the matrix with (1) the title
of the news or issue and (2) its source. Write your answers in your notebook.

E
Learning Task 3: Draw an infographic showing how different media affect and
impact your everyday life. Write your answers in your notebook. Your output
will be evaluated using the rubric found on the next page.
 A
Learning Task 4: Answer the following questions in your notebook:
1. Which form of media will you use to communicate with your friends and
your family? Why?
2. Why is television still a popular source of information?
3. How has new media affected your life?
4. What is the importance of new media in the different aspects of life?
WEEK
4 Media and Information Sources
I
Good day, learners! Today, you will learn about different media and
information sources. You are expected to: demonstrate an ability to examine and
compare information from various sources in order to evaluate its reliability,
accuracy, authority, timeliness, and bias; 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;
define indigenous media; and contrast indigenous media to the more common

Learning Task 1: Revisit the news that you submitted in the previous lesson. Cite
the source of the news, your background about it and describe the type of
information that you got from the source. Answer the question that follows. Do
this in your notebook.

Newspaper : _____________________________________________________
Magazine : _____________________________________________________
Social media : _____________________________________________________
Television : _____________________________________________________
The Internet : _____________________________________________________

What similarities and differences have you noticed between the information
in each source?

D
Reliability of Information. Information is said to be reliable if it can be
verified and evaluated. It also refers to the trustworthiness of the source in
evaluating the reliability of information.
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
similar to the actual data. Financial information is considered accurate if the
values are correct, properly classified, and presented
Value of Information. Information is said to be of value if it aids the user in
making or improving decisions.
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.
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 (making it less
valuable). Other information may be timeless, proven to be the same in
reliability, accuracy and value throughout history.

Libraries

a. Types of libraries - Libraries are often classified in 4 groups, namely: academic,

public, school and special. These libraries may be either digital or physical in
form.

b. Skills in accessing information from libraries - Due to the wealth of information

in a library, it is important to know the following:

topic)

rules of the source (e.g. databases)

c. Characteristics of libraries in terms of reliability, accuracy and value

Libraries of published books are often considered highly reliable, accurate,

and valuable. Books and documents from dominant sources are often peer
reviewed. ISSN or ISBN registration ensures that standards were followed in
producing these materials.

The Internet

a. Information found on the internet

b. Characteristics of internet information in terms of reliability, accuracy, value,

timeliness and authority of the source

c. Realities of the Internet

d. Information found on the Internet may be quite varied in form and content.

Thus, it is more difficult to determine its reliability and accuracy. Accessing

information on the internet is easy but requires more discipline to check and
validate. Factual and fictitious data are often merged together. Sources always
have to be validated.

Skills in Determining the Reliability of Information

of reliability.
b. Check the date of publication or of update. While the information may be true,
it may not be reliable if it is outdated and may have lost relevance.
c. Check for citations. Reliable authors have the discipline of citing sources of
their information.
d. Check the domain or owner of the site or page. The domains .edu and .gov are
reserved for academic institutions and the government, respectively.
Information from such sites are presented with caution and are usually
well-grounded. Site owners may have an agenda that affects the manner by
which information is presented.
e. Check the site design and the writing style. Credible sources take time to make
their information accessible and easy to comprehend.
Skills in Determining Accurate Information
a. Look for facts.
b. Cross-reference with other sources to check for consistency.
c. Determine the reason for writing and publishing the information. Check if the
author is objective or leaning heavily on a certain point of view.
d. Check for advertising. Advertisers may use related information to market their
product.
Alternative Media
a. Current popular alternative media
b. Rise of alternative media and information
c. 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
information being passed around is biased and inaccurate.

Indigenous Media
Indigenous means native, local, originating or produced naturally in a particular
region
Indigenous knowledge is unique to a specific culture or society; it is not written
down.
Indigenous communication is the transmission of information through local
channels or forms. It is a means by which culture is preserved, handed down
and adapted.
 by a local group of people. This also refers to content about indigenous peoples
that may be distributed through dominant forms of media or through forms of
communication unique to their people group.

Importance of Indigenous Media and Information

media have a wide reach, there are still areas that these forms of media have not
reached.

source and are seldom circulated for profit.

of its direct access to local channels.

education programs that are irrelevant and ineffective.

a. folk or traditional media

b. gatherings and social organizations
c. direct observation
d. records (may be written, carved or oral)
e. oral instruction

Learning Task 2: Go back to the controversial piece of news or issue you used at
the start of the lesson and fill out the table below. Do this in your notebook.
Learning Task 3: Using a mind mapping tool, discuss the concepts of indigenous
media and information. Start by defining keywords and connect them to other
terms. If new related ideas come to mind, write them and draw lines connecting to
other sub-ideas.

Learning Task 4: Create a Venn diagram in your notebook comparing and

contrasting indigenous media to more common sources of information such as
library and internet.

E
Learning Task 5: Interview your parents or elder siblings. Ask them the questions
below. Write their statements in your notebook.

1. What are your roles in the community?

2. What are the types of information you are responsible for, or the information
that you receive and pass on to the community?
3. How is the type of information that you handle helpful to the community?
4. In what ways does passing on this information help the community?
5. How do you know that the information you pass on is true?
6. What difficulties do you face in passing on this information to others?
7. Are these pieces of information available in popular media?
 A
Learning Task 6: Write True if the statement is correct and False if it says
otherwise. Do this in your notebook.
_____1. Indigenous knowledge refers to knowledge that is unique to a specific
culture or society.
_____2. Information is said to be accurate if it aids the user in making or
improving decisions.
_____3. Libraries of published books are often considered highly reliable, accu-
rate and valuable.
_____4. Accessing information on the internet is easy, but requires more disci-
pline to check and validate. Sources do not have to be validated.
_____5. Information which is true is reliable even if it is outdated.
_____6. Gathering and social organizations are forms of indigenous media.
_____7. Indigenous communication is a means by which culture is preserved,
handed down and adapted.
_____8. Indigenous media and information are highly credible because they are
near the source and are seldom circulated for profit.
_____9. Cross-referencing with other sources to check for consistency is a way to
determine the timeliness of information.
_____10. Ignoring indigenous media and information can result in development
and education programs that are irrelevant and ineffective.
 ANSWER
A
LEARNING TASK 5
PAGE 16

1. ORAL LANGUAGE
2. MACHINES
3. TALEGRAPH, RADIO, AND TELEPHONES
4. ELECTRONIC AGE
5. COMPUTER AND THE INTERNET

I
LEARNING TASK-1
PAGE 17

PRINT BROADCAST NEW MEDIA

BOOKS RADIO YOUTUBE

NEWSPAPER TELEVISION SOCIAL NETWORK
MAGAZINES FILM/MOVIE MEMEOGRAPHY
MEWSLETTER JOURNALS CELLPHONE

A
LEARNING TASK-6
PAGE 25

1. TRUE
2. TRUE
3. TRUE
4. FALSE
5. FALSE
6. FALSE
7. TRUE
8. TRUE
9. TRUE
10. TRUE