St. Paul College San Rafael, Inc.: Questions

St. Paul College San Rafael, Inc.
Pantubig, San Rafael, Bulacan

A.Y. 2020-2021
LEARNING PACKET
12-MEDIA AND INFORMATION LITERACY
LESSON 1: INTRODUCTION TO MEDFIA and INFORMATION
Learning Competencies: The students should be able to:
 Describe how communication is affected by media and information;

 Identifies the similarities and differences of media literacy, information literacy, and
technology literacy;
 Editorialize the value of being a media and information literate individual;
 Identifies characteristics /describe a responsible uses and competent producers of
media and information; and
 Shares to class the media habits, lifestyles and preferences.
Objectives: At the end of the lesson, the students can:
 Define media literacy, information literacy and technology literacy;

 Clearly describe the importance of media and information literacy; and
 Create an MIL design framework for a social media campaign
INTRODUCTION
Questions:
 Describe a time when a media message impacted your beliefs negatively?

 Describe a time when a media message impacted your beliefs positively?
Motivation:
Do you have enough information to decide?
Let the students read the ads and decide if they would buy what they are selling or do what they
are asking.
AD#1: Juan Batongbakal will look out for your family. No one will be left out. He will bring
many projects and many jobs to the area. Vote for Juan Batongbakal for Mayor and you’ll get a
better future. Would you vote for Juan Batongbakal? Why or why not?
AD#2: If you are losing your hair, you are losing your social life! Get it back with HAIR
GLOW. Com HAIR GLOW through your hair each morning and in seven (7) days you will have
a full head of hair. GUARANTEED! Would you buy HAIR GROW? Why or why not?
MS.CURIOSO_12-MIL_LEARNING PACKETS_S.Y.2020-2021 1
AD#3: Would you do what this public service announcement asks? Why or why not?
INSTRUCTION/DELIVERY
Think-pair-share Activity
1. Present a video clip. (Source: Media Minute Introduction: What is media anyway?
https://www.youtube.com/watch?v=bBP_kswrtrw).
2. List the top three (3) forms of media they use and interact with for the past few weeks. List
and rank it based on how you often use/or interact with these forms of media. For each form,
answer the following questions:
a. Why are you using and/or interacting with this medium?
b. What kind of information you share and/or receive from this medium?
c. How does this medium affect the way you share and/or receive information?
d. Do you consider yourself knowledgeable or literate in this medium?
3. Share your answers to the whole class.
4. Synthesis
Unlock the Definitions
1. Divide the class into four (4) groups.

2. Assign one (1) concept/term to each group. These terms are the following:
a. Media Literacy
b. Information Literacy
c. Technology Literacy
d. Media and Information Literacy
3. Each group will be given the worksheet where they encircle the words/phrases in the box
that they think are related to the definition of the assigned terms and formulate their own
definition of the assigned team. They will meet according to their assigned channels in
MS Teams.
A. Circle the words in the box that are related to the assigned term/concept.
ability society information signals or integrate

symbols
understand physical technology locate create
object
interpret access variety of life traditional
forms and media
formats
communicate analyze knowledge environment new
technologies
printed evaluate study technological participate
tools
written media experience manage communication
B. Using all the circle words, formulate your own definition of the assigned term.
4. Present your definition by sharing you output to MS Teams.

5. Synthesis
Definition of Terms
MEDIA- 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.
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, wherein individuals are able to achieve their goals, develop their
knowledge and potential, and participate fully in their community and wider society.
MEDIA LITERACY-The ability to access, analyze, evaluate, and crate media in 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-A broad term that covers processed data, knowledge derived from study,
experience, instruction, signals, or symbols.
INFROMATION LITERACY-The ability to recognize when information is needed, and to

locate, evaluate, and effectively communicate information in its various formats.
TECHNOLOGY-the branch of knowledge that deals with the creation and use of technical
means and their interrelation with life, society, and the environment, drawing upon such subjects
as industrial arts, engineering, applied science, and pure science.
TECHNOLOGY LITERACY-The ability of an individual, either working independently or

either others, to use technological tools responsibly, appropriately, and effectively. Using these
tools an individual can access, manage, integrate, evaluate, create, and communicate
information.
MEDIA AND INFORMATION LITERACY-The 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 o socialize and become active citizens.
A Future Without Media
“Imagine waking up one day to find no internet, libraries, and smart devices.
Newspapers, magazines, radio stations and TV channels have also disappeared.”
Questions:
1. How would you be informed of anything now?

2. How would you share information and communicate news and events?
3. What ways would you have to communicate with one another?
4. How would it affect the way you like?
5. What would society lose in this situation?
IMPORTANCE OF LITERACY
Literacy has become an essential part of the fabric of modern societies, a thread that links all
aspects of life and living in our contemporary world. Its reach is extensive and complex,
influencing how fully and effectively a person is able to engage in the social and economic life
of his or her community.
People with good literacy skills are more likely to have:

 Higher self-esteem
 Better health
 Better jobs
 Higher wages.
This is because they are more able to take advantage of the opportunities that life may offer
them.
IMPORTANCE OF MEDIA LITERACY

We take in a huge amount of information from a wide array of sources, far beyond the traditional
media (TV, radio, newspapers, and magazines). There are text messages, memes, viral videos,
social media, video games, advertising, and a lot more. But media shares one thing: someone
crated it and it was created for a reason. The digital has made it easy for us to create media. We
do not always know who created something and why they made it and whether it is credible or
not. This makes media literacy an essential skill in the digital age. Specifically. It help us:
 Become a smart consumer of products and information.
 Learn to think critically.
 Recognize point of view.
 Create media responsibly.
 Identify the role of media in our culture.
 Understand the type of influence made media and ow we can make informed choices.
IMPORTANCE OF INFORMATION LITERACY

 To be able to distinguish which among the sources of information are relevant.
 An individual will be able to organize and classify the different forms of media which
can be used to secure relevant and substantial information.
 Aid students in developing effective research skills.
IMPORTANCE OF TECHNOLOGICAL LITERACY

 With new technological discoveries and breakthroughs, people nowadays are even
hoping to find cure for dreaded incurable illness.
 It will serve valuable time and help one do things smoothly.
Evaluating Media Using Media and Information Design Framework
1. Present a video clip (Source: Trash Tag, A Social Media Campaign – Columbus, Ohio –
Pogo Media https://www.youtube.com/watch?v=lg94kyTE8hk)
2. Based on the Social Media Campaign video clip, accomplish the Media and Information
Design Framework.
COMPONENT GUIDE QUESTIONS YOUR ANSWER
Target Audience Who is the intended
audience?
Sender/Author Who is the producer?
Purpose What is the purpose?
Key Content What is the topic?
What are the facts?
Form/Style How can I present this
information?
How would this affect my
audience?
Medium/Format What platforms will I use?
Why?
3. Ask some of the students share their responses. Ask them “How did the framework help
you in identifying a social media campaign?”
PRACTICE
1. Divide the class into small groups.

2. Using the channel in MS Teams, let them have a small group discussion on the given
topic: “What makes them an individual literate in media and information?”
Guide Questions:
 In your opinion, what makes an individual literate in media and information?
 What activities/habits do you practice which illustrate media and information
literacy? Give at least three examples.
3. Let the group write a summary and present their insights in class.
ENRICHMENT
1. Ask the learners to visit the site

http://www.un.org/development/desa/disabilities/envision 2030.html
2. Ask the learners to select one sustainable development goal and read about it.
Scoring Criteria for Essay
CRITERIA 4 3 2 1
CONTENT Main ideas are Main ideas are Main ideas are Main ideas are
clear and are clear but are not somewhat clear. not clear.
well supported well supported
by detailed and by detailed
accurate information.
information.
ORGANIZATION Organization of Organization is Organization is Essay shows
ideas support appropriate and generally little evidence
the writer’s the sequencing appropriate, and of organization
focus. Ideas are of ideas is ideas are clearly or sequencing.
grouped in a logical. Varied sequenced, but Transitions are
logical manner. transitions are may be rare. The
Effective and used. repetitive. response lacks a
varied transition Transitions are clear
are used. used. introduction and
conclusion
WRITING The writer The writer The writer The writer lacks
CONVENTIONS demonstrates demonstrates demonstrates understanding
full command knowledge of minimal control of the
of the the conventions of the English conventions of
conventions of of the English language. the English
English language. Errors are language. Errors
language. No Errors are frequenting and are pervasive
errors are minor and do interfere with that complete
evident. not interfere the meaning interfere with
with the and thoughts. the meaning and
meaning and thoughts.
thoughts.
EVALUATION
Imagine yourself as a journalist. You were tasked to write an article about a certain social issue.
Accomplish the media and information literacy design framework for this article by answering the matrix
below:
COMPONENT GUIDE QUESTIONS YOUR ANSWER

Sustainable Development What is your selected
Goal sustainable development
goal?
Target Audience Who is the intended
audience?
Sender/Author Who is the producer?
Purpose What is the purpose?
Key Content What is the topic?
What are the facts?
Form/Style How can I present this
information?
How would this affect my
audience?
Medium/Format What platforms will I use?
Why?
The output will be presented to class. Be able to create a slide presentation.
Scoring Criteria
Criteria 4 3 2 1
ORGANIZATION Information in Information in Information in Information in
the design the design the design the design
matrix is matrix is matrix is matrix is not
presented presented presented and clear, very
clearly and clearly and some difficult to
allows for a allows for good understanding understand
high level of level of can be gained.
understanding. understanding.
KNOWLEDGE The social The social The social Thinking
campaign campaign campaign process in the
design matrix design matrix design matrix social campaign
shows complex shows effective shows some design matrix is
thinking about thinking about thinking about not clear. It
the meaningful the meaningful relationships does not show
relationships relationships between the relationships
between the between the MIL between the
MIL MIL competencies. MIL
competencies. competencies. competencies.
KNOWLEDGE The output The output The output The output
demonstrates a demonstrates demonstrates demonstrates
thorough good some very little
knowledge of knowledge of knowledge of knowledge of
the sustainable the sustainable the sustainable the sustainable
goal selected and how to raise goal selected goal selected
and how to raise awareness about and how to and how to
awareness about it. raise awareness raise awareness
it. about it. about it.
LESSON 2: MEDIA and INFORMATION SOURCES
 Compare potential sources of media and information; and

 Interview an elder from the community/family regarding indigenous media and
information resource.
 Identify properly the various type and sources of information; and

 Apply the criteria for evaluating media and information sources in researching about
the audience of a given social media platform.
INTRODUCTION
Question:
- Where and how do you usually acquire information about a certain topic?
MOTIVATION
Think-pair-share Activity
1. Ask he students to find a partner.

2. Let them watch this video (https://www.youtube.com/watch?v=jHrGsxSpM5E)
3. Ask the class to first answer the guide questions individually. Afterwards, they share their
answers/ideas to their partner.
Guide Question(s):
 Why does it matter to know if Wikipedia’s content is credible?
 Aside from Wikipedia, what other sources of information do you turn to whatever
you want to know about something?
 What is the implication and the effect if a given source of information is
unreliable?
4. Select at least two students to share what he/she has learned from his/her partner’s answer
as well as his/her difference or similarity from his/her answer.
INSTRUCTION-Interactive Discussion
Online Charades (Activity#1):

a. Ask three (3) volunteers to class.
b. One of them will be given an instruction that contains an action which he/she will silently
perform live during the session.
c. The other one will be asked to observe and write in specific detail about the action being
performed by the first member. This include his/her observations as well as his/her
understanding of the action being performed.
d. After the second member has finished documenting the action being performed by the
first one, He/she will give the document to the third member. Then, the third member
writes a summary based on the document provided by the second member.
e. The rest will be asked to answer the following:
 Which of the three individuals would be considered “most reliable” in
terms of their assigned task? Why?
DISCUSSION
PRIMARY SOURCE- These sources are records of events or evidence as they are first
described or happened without any interpretation or commentary. It is information that is shown
for the first time or original materials on which another research is based. Primary sources
display original thinking, report on new discoveries, or share fresh information.
Example:
 Theses  photograph
 Dissertations  speeches
 scholarly journal  Letters
articles (research based)  Memos
 some government reports  personal narratives
 symposia and conference  diaries
proceedings  interviews
 original artwork  autobiographies and
 poems  correspondence.
SECONDARY SOURCE- These sources offer an analysis or restatement of primary sources.

They often try to describe or explain primary sources. They tend to be works which summarize,
interpret, reorganize, or otherwise provide an added value to a primary source.
Example:
 Textbooks
 edited works
 books and articles that interpret or review research works
 histories
 biographies
 literary criticism and interpretation
 reviews of law and legislation
 political analyses and commentaries.
TERTIARY SOURCE- These are sources that index, abstract, organize, compile, or digest
other sources. Some reference materials and textbooks are considered tertiary sources when their
chief purpose is to list, summarize or simply repackage ideas or other information. Tertiary
sources are usually not credited to a particular author.
Example:
 Dictionaries/encyclopedias (may also be secondary)
 Almanacs
 fact books
 Wikipedia
 bibliographies (may also be secondary)
 directories
 guidebooks
 manuals
 handbooks
 and textbooks (may be secondary)
 indexing and abstracting sources.
Activity #2
a. Ask the students to list down all possible sources of information that they go to or consult
when looking for information on a specific topic on their class notebook.
b. Let them answer the following questions:
 What are the differences between each source of information in the list
you have made?
 What specific information you can get out of a specific source?
 What limitation(s) does each source have?
DISCUSSION
INDIGENOUS KNOWLEDGE- is the unique knowledge confined to a particular culture or

society. It is also known as local knowledge, folk knowledge, people's knowledge, traditional
wisdom, or traditional science.
LIBRARY- is a curated collection of sources of information and similar resources, selected

by experts and made accessible to a defined community for reference or borrowing, often in a
quiet environment conducive to study.
MUSEUM- institution dedicated to preserving and interpreting the primary tangible evidence of

humankind and the environment. In its preserving of this primary evidence, the museum differs
markedly from the library, with which it has often been compared, for the items housed in a
museum are mainly unique and constitute the raw material of study and research.
ARCHIVES- re collections of information – known as records. These come in many forms such
as:
- reports
- letters
- minutes
- registers
- maps
- photographs and films
- digital files
- sound recordings
INTERNET- There is a phenomenal amount of information available online, via web-pages,

blogs, forums, social media, catalogues and so on. As there is so much information available and
because such information can be published quickly and easily by anybody and at any time, it is
important that you are vigilant in choosing reliable sources.
Evaluating Information Sources
As a student, you will be gathering information from a variety of types of sources for
your research projects including books, newspaper articles, magazine articles, specialized
databases, and websites. As you examine each source, it is important to evaluate each source to
determine the quality of the information provided within it. Common evaluation criteria
includes:
purpose and intended audience, authority and credibility, accuracy and reliability, currency and
timeliness, and objectivity or bias.
PURPOSE AND INTENDED AUDIENCE

What is the purpose of the source? For example: To provide information (e.g., newspaper
articles)
- To persuade or advocate (e.g., editorials or opinion pieces)
- To entertain (e.g., a viral video)
- To sell a product or service (e.g., advertising or marketing materials on a company
website)
AUTHORITY AND CREDIBILITY

Who is the intended audience? For example:
- Scholars and academic researchers with specialized knowledge
- The general public (without specialized knowledge)
- Students in high school, college or university (e.g., textbooks for students learning a new
subject).
ACCURACY AND RELIABILITY

Who is the author?
- Is it a person?
- Is it an organization such as a government agency, nonprofit organization, or a
corporation?
- What are the qualifications of the author?
- What is the author's occupation, experience, or educational background?
- Does the author have any subject matter expertise?
- Is the author affiliated with an organization such as a university, government agency,
nonprofit organization, or a corporation?
- Who is the publisher?
- For books, is it a university press or a commercial publisher?
- These types of publishers use editors in order to ensure a quality publication.
- For journals or magazines, can you tell if it is popular or scholarly in nature?
- For websites, is it an organizational website, or a personal blog?Is the information well
- researched?
- Are there references (e.g., citations, footnotes, or a bibliography) to sources that will
provide evidence for the claims made?
- If the source includes facts or statistical data, can this information be verified in another
source?If the data was gathered using original research (such as polling or surveys), what
- was the method of data collection? Has the author disclosed the validity or reliability of
the data?
CURRENCY AND TIMELINES

- When was the information published?
- For books and articles - you should be able to easily verify the publication date.
- For websites, try to determine the date the web page was created or updated
- Is current information required? If not, then accurate, yet historical, information may still
be acceptable.
OBJECTIITY and BIAS
- Does the source contain opinions or facts?
- Is the information presented in the source objective (unbiased) or subjective (biased)?
- Does the information promote a political, religious, or social agenda?
- Is advertising content (usually found in business magazines or newspapers) clearly
labelled?
IN SUMMARY
- Does the source provide you with high-quality information?

- Is the information useful in answering your questions and meeting your information
need?
PRACTICE:
Locate two information sources about a specific model of a smartphone (one coming
from www.gsmarena.com and the other from a product review of a Youtuber). Compare the two
source of information and identify the applicable criteria in evaluating information sources. Input
your result in your class notebook.
EVALUATION:
Conduct an interview to at least two elderly individuals in you community/family and ask them
about how their environment/surroundings have changed from their childhood years until the
current year. Let them narrate the changes in their surroundings and the effects of such change.
Write an essay about this in your class notebook.
Rubric for Essay:

COMPONENT Expert (3) Proficient (2) Novice (1)
Content Essay provides an Essay provides gives Essay provides very
excellent and a decent insight of the few insights on the
interesting. It difference of their subject’s content. The
provides an in-depth environment before difference of the
content about the and now. subject’s
difference of their environment before
environment before and now is not
and now. properly established.
Structure and Flow of the essay’s Flow of the essay’s Flow of the essay’s
Organization idea is easy to follow idea is generally idea is difficult to
and understand. The alright. Certain parts follow and
organization of the of the idea’s understand. The
ideas are cohesive. organization deviate organization of the
from the rest of the ideas are disjointed.
idea.
Writing Style Essay is very well Essay is decently Essay has major
written. It does not composed. Minor flaws in its
contain any error in errors in grammar, composition.
spelling, grammar, spelling punctuation Numerous errors in
and punctuation. It are observed. The grammar, spelling,
reflects writer’s essay somehow punctuation is
unique style of reflects the writer’s observed. The essay
conveying that he/she unique way of does not convey
wants to conveying much information to
communicate to the information to the readers.
reader(s) readers.
LESSON 3: MEDIA and INFORMATION LANGUAGES
 Evaluate everyday media and information regarding with codes, convention, and
messages; in regards with audience, producer, and other stakeholder; and
 Produce and assess the codes, convention, and messages of a group presentation
 Understand the concepts of codes, convention, messages, audience, producers, and

stakeholders; and
 Analyze meanings embedded in various types of media.
INTRODUCTION
Question:
- Does the user’s/audience’s own background or experience affect the interpretation of

messages?
How?
- Is it possible that a different individual derives a different meaning from the message?
Explain.
MOTIVATION:
Show common symbols or characters that deliver different meanings depending on the context
where they were used.
Compare Language and Media and Information Languages.
Language-the method of human communication, either spoken or written, consisting of the use
of words in a structured and conventional way.
Meaning in a Frame
- Show images to the students.
- Let the students assess and interpret each image.
- Call on a volunteer and ask their interpretations in class.
- Ask the students to reflect on the statement : “Language may be a source of
misunderstandings” -Marshall Mcluhan
- Let them share what they think in class.
INSTRUCTION
CODES- A system of signs which can be detected to create meaning.
Types of codes
 Technical Codes- Ways in which equipment is used to tell the story in a media text. It
includes sound, camera angle, types of shots and lighting. (for example: ominous music
to communicate danger in a feature film, or high-angle camera shots to create a feeling of
power in a photograph)
 Major-sounding scales and chords their brighter, cheerier sound

 Minor scales and chords their darker, sadder sound.
 A close-up or close-up in filmmaking, television production, and still
photography is a type of shot that still photography is a type of shot that
tightly frames a person or object. This is often used to highlight details such
as eyes movement, mannerisms, and minimal yet impactful actions.
 Full shot Is another name for wide shot or long shot. It shows the subject
fully, from head to toe. This is used for dialogue sequences, and they
allow the viewer to pick up on the character’s movements and gestures. It is
also far enough to establish the setting of the scene.
 Medium Shot is also known as the waist shot because it frames the
subject from the waist up. It is commonly used for interviews or newscasting
because it directs the viewers to the subject.
 Extreme Long Shot covers a wide area thus framing the subject including a
vast amount of its surroundings. It is often used to provide context for the
scene or show far transportation.
 High-Angle Shot makes the subject looks weak or vulnerable while a low-
angle shot empowers your object.
 Camera Movements-includes dolly, panning, tilting, and POV.
- Panning- is often used to follow subject’s movements or in
establishing the setting of the scene.
- Tilting- used similarly as panning, but the camera moves up and
down.
- Dolly- A dolly or tracking is usually used for emphasis or to
show an entrance movement.
- Point of view (POV)- Or handheld shot makes the footage more
engaging because the audience takes a character’s view.
 Symbolic Code- include the language, dress or actions of characters, or iconic symbols
that are easily understood. For example, a red rose may be used symbolically to convey
romance, or a clenched fist may be used to communicate anger.
- Color Symbolism- Colors hold significance for people around the
world. Not only do colors influence emotion, but they also hold
meaning in religion and various cultures.
- Denotation- literal or obvious meaning
- Connotation-potential or suggested meaning
- Convention- In the media, refers to a standard or norm that acts as a
rule governing behavior.
(ex. Yellow, in the Philippines, is associated to Democracy.)
How the Communication Process Works

- Sender-person waiting to share information-called message.
- Receiver- person whom the message is intended.
Media and Information Audience
Two faces of the audience

- Human mins as machine
- Interpretative beings
-
The media has the tendency to manipulate its way of presenting messages in order to obtain the
desire reception from the audience. This is called media agenda.
- Maxwell Mccombs & Donald Shaw

Use and gratifications theory *Elihu Kats
The audience has the power to choose what kind of media they desire to consume depending on
what gratifies their needs.
Media and the producer/stakeholders

Commercial opportunities
- People tend to buy products shown on media.
Online opportunities
- Advertisers extend & promote products and services online.
Conflict between media and the stakeholder/producer

Interest- an unpopular product is not aired by media.
Want-regardingness- Businesses are always after what media want to know.
Exit and voice- Emphasizes on choosing between giving up on a deal or engaging people to like
the deal.
PRACTICE
Image and Movie Analysis
Instructions:
Study the poster below and answer the given questions.
Questions:
1. What are the codes and

conventions present?
2. How effective/not effective are
these codes and conventions?
3. Describe and specify the story
element. What can you say about
them?
4. Would you change the ending?
5. What life lessons have you
gained?
Answers will be checked using the rubric below:
4 3 2 1
Makes a complete Makes a detailed Makes a detailed Descriptions are not
and detailed description of most of description of some detailed or complete;
description of the the elements seen in of the elements seen Finds it difficult to
elements seen in the the photograph; in the photograph; interpret the meaning
photograph; Forms a Forms a somewhat Relates how the of the photograph.
reasonable hypothesis reasonable hypothesis photograph makes
about what is viewed about what is viewed him/her feel
in the photograph and in the photograph and personally.
can support this with can support this with
evidence from the some evidence from
photograph. the photograph.
EVELUATION
Re-create the poster of Kita-kita using your own codes, conventions, and symbols.
Rubric for Movie Poster
CATEGORY 5 3-4 1-2 Score

The poster includes all Most of the required Some of the required
Required required elements elements are included elements are included
Elements Rating/Character on the poster. on the poster.
Descriptions/
Events/Title
.
All graphics Mostly all the graphics There are no/ or too few
(drawing/pictures) are are related to the topic. graphics, or the graphics
Graphics - related to topic and do not relate to the topic
Relevance enhance the movie poster.
All required elements are Most of the required Some elements are
included in the elements are included in included in the
Content descriptions, using proper the descriptions, using descriptions, using
grammar, mechanics and proper grammar, proper grammar,
relate to the content mechanics and relate to mechanics and relate to
material. Informative and the content material. the content material.
creatively written. Informative and Informative and
creatively written. creatively written.
The poster layout is The poster layout is The poster layout is not
exceptionally well balanced balanced and well balanced. It is
Organization and uncluttered with no uncluttered with minimal excessively cluttered
white space. white space. and/or contains too
much white space.
LESSON 4: LEGAL, ETHICAL and SOCIETAL ISSUES in MEDIAN and

INFORMATION

 Put into practice their understanding of the intellectual property, copy right, and fair
use guidelines;
 Demonstrate proper conduct and behavior online (netiquette, virtual self)
 Put into action their personal resolve to combat digital divide, addiction, and
bullying;
 Explain copyright, fair use, etc. vis-à-vis human right;
 Discuss current issues related to copyright vis-à-vis gov’t./provide sectors actions;
 Explain actions to promote ethical use of media and information; and
 Enumerate opportunities and challenges in media and information.

 Distinguish best practices and research-based suggestions to promote netiquette;
and
 Formulate policies or guidelines in using the internet that promote ethics and
goodwill to humanity.
a. Create an infographic that presents these policies, guidelines, or
netiquette.
MOTIVATION
Questions:
- Does having more FB friends make you feel good?

- How would you know if someone in your friends list is an online predator?
- How will you protect yourself online?
INSTRUCTION
Fair Use- refers to the copying of a copyrighted material, with the purpose of using it for a
review, commentary, critic, or parody, without the need to ask permission from
the copyright owner.
Parody- refers to the ridicules another in a funny, inoffensive, and nonderogatory manner.
INSTANCES WHICH EXEMPT COPYRIGHT PERMISSION REQUESTS:
 Taking a screenshot photo from a famous movie and turning into a meme.
 Citing a few lines from song of a famous singer as an introduction to a book review.
 The materials have been transformed completely from the original.
 The materials were used for different purpose and audience.
INTELLECTUAL PROPERTY
Pertains to the output of a person’s intellectual pursuit such as
literary and artistic works, inventions, logos, symbols, and signs,
as well as names and images used for commercial,
purpose or advertisements.
 COPYRIGHT- A legal device that gives the creator of a literary,

artistic, musical, or other creative work the sole right to publish
and sell that work.
 Owners have the right to control the reproduction of their work, including the
right to receive payment for that reproduction. An author may grant or sell those rights to others,
including publishers or recording companies.
 Violation of a copyright is called infringement.
5 MYTHS VS 5 FACTS ON INTERNET COPYRIGHT INFRINGEMENT:

MYTH 1: Once a “work” is posted online, it loses copyright protection.
FACT: You cannot use, copy, or post someone else’s photo, images, song, or articles without
their permission. The person who created them owns these “works” and they have copyright
protection from the moment their “works” were created and they never lose their
ownership protection.
MYTH 2: I can copy a “work” online as long as I give credits to the owner or a link back.
FACT: You cannot use other people’s “works” unless they give first their permission.
Some websites say you can use any materials from their site provided you a link back and give
them credits. But check first and give permission unless it is specifically granted on the “work”
MYTH 3: If I alter the “work” or only use a part of it, I am not breaching for copyright.
FACT: Derivative works are still covered by copyright. The only exception is if you are writing
a review or critique and you are referring to the “work”. This is considered fair use.
MYTH 4: If there is no copyright symbol or notice, the “work” can be freely used.

FACT: There is no requirement to display a copyright symbol or register any “work” to
have copyright protection. It is protected from the moment It is created and the owner does not
lose their copyright if they don’t use the copyright symbol.
MYTH 5: I can use another people’s “work” as long as I don’t profit financially from it.
FACT: You are breaching copyright whether you make money or not. The argument that you
are giving the owner free advertising does not count. Any money you make would be taken into
account by a court decision against you.
PATENT- Pertains to an exclusive right granted to an invention.

Protects the owner from other people who deliberately or unintentionally copy
his invention.
TRADEMARK- Refers to a specific sign associated with a particular brand of goods or services.

Use by companies to distinguish their products from other available and similar
products in the market.
TRADE SECRET- a secret device or technique used by a company in manufacturing its product.
PLAGIARISM- An act or instance of using or closely imitation the language and thoughts of
another author without authorization; the representation of that author’s work as one’s
own, as by not crediting the original author.
PLAGIARISM VS COPYRIGHT INFRINGEMENT
 Plagiarism is using someone else’s work without giving proper credit – a failure to
cite adequately.
 Copyright infringement is using someone else’s creative work which can include song,
video, a movie clip, a piece of visual art, a photography and other creative works, without
authorization or compensation, if compensation is appropriate.
 Schools enforce plagiarism while courts enforce copyright infringement.

NETIQUETTE- means the use of good manners in online communication such

as e-mail, forums, blogs, and social networking sites to name a few.
10 NETIQUETTE GUIDELINES EVERY ONLINE STUDENT NEEDS TO KNOW

1. NO YELLING, PLEASE
 There’s a time and a place for everything—BUT IN MOST SITUATIONS TYPING IN
ALL CAPS IS INAPPROPRIATE. Most readers tend to perceive it as shouting and will
have a hard time taking what you say seriously, no matter how intelligent your response
may be. If you have vision issues, there are ways to adjust how text displays so you can
still see without coming across as angry.
2. Sarcasm can (and will) backfire
 Sarcasm has been the source of plenty of misguided arguments online, as it can
be incredibly difficult to understand the commenter’s intent. What may seem like
an obvious joke to you could come across as off-putting or rude to those who don’t know
you personally. As a rule of thumb, it’s best to avoid sarcasm altogether in an online
classroom. Instead, lean toward being polite and direct in the way you communicate to
avoid these issues.
3. Don’t abuse the chat box
 Chat boxes are incorporated into many online classes as a place for students to share
ideas and ask questions related to the lesson. It can be a helpful resource or a major
distraction—it all depends on how well students know their classroom netiquette.
 “Rather than asking relevant questions or giving clear answers, students might use the
chat box to ask questions irrelevant to the discussion, or to talk about an unrelated topic,”
says Erin Lynch, senior educator at Test Innovators. The class chat box isn’t an instant
messenger like you’d use with friends. Treat it like the learning tool it’s meant to be, and
try not to distract your classmates with off-topic discussions.
4. Attempt to find your own answer
 If you’re confused or stuck on an assignment, your first instinct may be to immediately
ask a question. But before you ask, take the time to try to figure it out on your own.
 For questions related to class structure, such as due dates or policies, refer to your
syllabus and course FAQ. Attempt to find the answers to any other questions on your
own using a search engine. If your questions remain unanswered after a bit of effort, feel
free to bring them up with your instructor.
5. Stop ... grammar time!
 Always make an effort to use proper punctuation, spelling and grammar. Trying
to decipher a string of misspelled words with erratic punctuation frustrates the reader
and distracts from the point of your message.
 On the other hand, it’s important to be reasonable about others’ grammar
mistakes. Nobody likes the grammar police, and scolding a classmate because he or she
used “your” instead of “you’re” isn’t practicing proper netiquette.
6. Set a respectful tone
 “An increasingly common netiquette faux pas is treating e-correspondence with faculty
and staff as an ongoing chat among friends,” says Alexey Timbul, online professor at
the Academy of Art University.
 Every day may feel like casual Friday in an online classroom where you don’t see anyone
in person, but a certain level of formality is still expected in your communication
with instructors. In addition to proper punctuation and spelling, it’s good netiquette to use
respectful greetings and signatures, full sentences and even the same old “please” and
“thank you” you use in real life.
7. Submit files the right way
 You won’t be printing assignments and handing to them to your teacher in person, so
knowing how to properly submit your work online is key to your success as an online
student. Online course instructors often establish ground rules for file assignment
submissions, like naming conventions that help them keep things organized or acceptable
file formats. Ignoring these instructions is a common example of bad netiquette.
 “Receiving work that does not adhere to the file format and naming protocol means a
student is not paying attention,” says Timbul. If you don’t follow instructions, you’re
taking the risk that your instructor won’t be able to find or open your assignment. Save
yourself and your instructor a headache and read their instructions carefully before
submitting.
8. Read first
 Take some time to read through each of the previous discussion post responses before
writing your own response. If the original post asked a specific question, there’s a good
chance someone has already answered it. Submitting an answer that is eerily similar to a
classmate’s indicates to the instructor that you haven’t paid attention to the conversation
thus far.
 Remember, discussions can move fairly quickly so it’s important to absorb all of the
information before crafting your reply. Building upon a classmate’s thought or attempting
to add something new to the conversation will show your instructor you’ve been paying
attention.
9. Think before you type
 A passing comment spoken in class can be forgotten a few minutes later, but what you
share in an online classroom is part of a permanent digital record. “Whether or not
privacy settings are in place, the internet has a tendency to house things forever, and what
you say privately can easily become public,” advises etiquette expert Devoreaux Walton.
 Not only is it good practice to be guarded when it comes to personal information, you
always want to be just as respectful toward others as you would be if you were sitting in
the same room together. Zink says a good rule of thumb to follow is if you’re
comfortable standing up in front of a classroom and saying your message, then it’s most
likely okay to share.
10. Be kind and professional
 Online communication comes with a level of anonymity that doesn’t exist when you’re
talking to someone face-to-face. Sometimes this leads people to behave rudely when they
disagree with one another. Online students probably don’t have the complete anonymity
that comes with using a screen name, but you could still fall prey to treating someone
poorly because of the distance between screens. Make a point to be kind and respectful in
your comments—even if you disagree with someone.
 “At the core, all of these mistakes come down to forgetting that an online classroom is
still a classroom,” Lynch says. “Good netiquette means conducting yourself in an online
class with the same respect, politeness and professionalism that you would exhibit in a
real-life classroom.”
VIRTUAL SELF:
- Means a human characteristic or person within an avatar most likely in computer games,
videos, or any computer related activities.
- Digital identity or assumed identity in the virtual word.
HOW TO PROTECT DIGITAL SELF?

LOOK IN THE MIRROR
- Start your security assessment. Ask yourself what you want to protect and from whom
and estimate the likehood that the specific parties would compromise your data.
MASTER YOUR PASSWORD
- A good password manager generates, stores, and update all your passwords with a button
press. The actual password is encrypted and accessible solely by you, but the system is
only as good as your master password.
DITCH TOUCH ID
- It’s a neat way to quickly unlock your phone, but your fingerprint sensor is also one of
the easier ways for someone to access your device.
AVOID COOKIES
- Cookies are small bits of code that are temporarily installed on your computer when you
visit a website.
- Even after you close your browser, cookies continue to track information. This is your
new mantra “ Flush the cache, delete the cookies, protect your privacy.”
BROWSE SAFELY
- To surf the web is to publicly share your browsing activity with online data collectors.
KNOW THY SETTING

- You won’t believe what Google knows about you. Seriously. Personal information,
search logs, browsing habits, locations- all of it stored and used for ad targeting, unless
you know how to navigate your privacy setting.
DIGITAL FOOTPRINT
- One’s unique set of digital activities, actions, and communications that leave a data trace
on the internet or on a computer or other digital device and can identify the particular
user or device.
- One’s overall impact, impression, or effect as manifested on the internet.
DIGITAL CITIZENSHIP
- The quality of habits, actions, and consumption patterns that impact the ecology of digital
content and communities.
- Norms of appropriate, responsible behavior with regards to technology use.
o Digital access
- Full electronic participation in society.
o Digital commerce
- Electronic buying and selling of goods.
o Digital communication
- Electronic exchange of information.
o Digital literacy
- Teaching and learning about technology and its use.
o Digital etiquette
- Electronic standards of conduct or procedure.
o Digital law
- Electronic responsibility for actions and deeds.
o Digital Rights and Responsibilities
- Those freedoms extended to everyone in a digital world.
o Digital health and wellness
- Physical and psytchological well-being in a digital world.
o Digital Security
- Electronic precautions to guarantee safety.
CYBERBULLYING
- Bullying that takes place online, or using electronic technology such as cell phones,
computers, and tablets over communication tools including social media sites, text
messages, chat, and websites.
Examples:
o Text messages or emails composed to insult or demean.
o Rumors r false statements spread by email or posted on social networking sites.
o Humiliating photos, videos, websites.
o Fake profiles deliberately shared across social media.
Types of CYBERBULLYING
o EXLUSION
 Deliberate excluding someone form an online group.
o GOSSIP
 Posting or sending cruel gossip to damage a person’s reputation and relationships
with friends, family, and acquittances.
o HARASSMENT
 Repeatedly posting or sending offensive, rude, and insulting messages.
o NATION
 Breaking into someone’s email or other online account and sending messages that
will cause embarrassment or damage to the person’s reputation and affect.
o OUTING and TRICKERY
 Tricking someone into revealing secrets or embarrassing information, which is then
shared online.
o CYBERSTALKING
 Posting or sending unwanted or intimidating messages, which may include threats.
o CYBERTHREATS
 Remarks on the internet threatening or implying violent behavior, displaying suicidal
tendencies.
LAWS IN THE PHILIPPINES on MEDIA AND INFORMATION
1. Intellectual property Rights in the Philippines or REPUBLIC ACT NO. 8293
2. Anti-Bullying Act of 2013 or REPUBLIC ACT NO. 10627
3. Cybercrime Prevention Act or REPUBLIC ACT NO. 10175
a. Offenses against the confidentiality, integrity and availability of computer data
and systems.
 Illegal access
 Illegal Interception
 Data Interference
 System Interference
 Misuse of Devices
 Cyber-Squatting
b. Computer-Related Offenses
 Computer-Related Forgery
 Computer-Related Fraud
 Computer-Related Identity Thief
c. Content-Related Offenses
 Cybersex
 Child Pornography
 Unsolicited Commercial Communication
 Libel
d. Other Offenses
 Aiding or Abetting in the Commission of Cybercrime
PRACTICE
1. Consult the full text of Republic Act 10175 otherwise known as the Philippine
Cybercrime Act of 2012. Answer each question briefly based on your objective insight
and critical thinking:
a. What happen if there are no policies about the legal and ethical use of media and
information?
b. Why should people promote and support ethical use of medias and information?
c. Would you let someone use and claim your own work as his in exchange for a large
amount of money? Why or why not?
d. If you are angry with someone, would you say bad things about him in your social
media account even if it is not true? Why or why not?
e. Would you support a campaign that will provide free internet to the public? Why or
why not?
ENRICHMENT
Research what “Netiquette” is all about and how you can help to address it. Encode your answer
on your classnotebook.
EVALUATION
Create a Social Media Campaign Mechanics.
-Their output will assess based on the rubric below.

CRITERIA 4-EXPERT 3- ADVANCE 2-INTERMEDIATE 1-BEGINNER
Content and The social The social The social media The Social
Quality of Media Style Media Style and Style and Policy Media Style
Information and and Policy Policy Guide is Guide shows some and Policy
Idea Guide is well interesting to potential. Guide needs
written. read. The information and improvement.
The Th information ideas presented in the The
information and and ideas in the Social Media Style information
ideas presented Social Media and Policy Guide and ideas
in the Social Style and Policy letter show some presented in
Media Style Guide sounds potential but lack the Social
and Policy good and are clarity and Media Style
Guide are organized. organization. and Policy
appropriate. Guide are not
Interesting, and organized.
well-organized.
Writing Style There are no There are few There are a number of There are
(Grammar errors in errors in errors in spelling, numerous
Usage and spelling, spelling, punctuations, and errors in
Mechanics) and punctuation, punctuations, grammar. spelling,
Creativity and grammar. and grammar. punctuations,
and grammar.
Authentic Assessment
As one of those who are affected by the (virus outbreak) and as a Paulinian who has a Christian
Mission, create a blog expressing your message to the public in order to help young people like
you aware of your responsibility to strengthen one’s faith and uplift the spirit of those who are
saddened and dejected because of this crisis. (25pts.)

Rubric
Score 2 3 4 5 score
Ideas The ideas The ideas expressed The student The student has many 4
&'Content expressed are are not necessarily expresses some original ideas and
not original, original, and are not original ideas. The expresses them clearly.
often confused usually connected majority of ideas The great majority of
and are not to discussions are related to the ideas are related to the
connected to around the subject subject matter. subject matter.
discussions matter.
around the
subject
matter.

Intellectual Blog entries Blog entries make Blog entries show Blog entries show strong 4
Engagement make limited some reference to strong awareness of awareness of key issues
reference to classroom key issues discussed in class and
classroom discussion web discussed, make full make full use of web
discussion or evaluation tools or use of web evaluation tools.
web evaluation student's own evaluation tools. Student's own opinion is
tools. opinions. Includes a also present.
thoughtful student
opinion and links to
examples
supporting the
entry.
Writing Posts are of very Posts show a below Posts show above Posts are well written and 4
Quality poor quality. average, overly average writing are characterized by
There is little to casual writing style style. The content elements of a strong
no evidence of with a lack of demonstrate that writing style. The content
reading other attention to style. the student reads demonstrates that the
information in Students pay little moderately and student is well read,
order to form attention to other attempts to synthesizes learned
new meaning of reading and mostly synthesize content and constructs
the topics at regurgitate previous information and new meaning.
hand. personal views. form new
meaning.

Personal There is no Opinion is present Opinion is Opinion is well thought 5
Response. personal but is not cohesive supported through out and well expressed.
opinion. or seems ill links to other sites.
defined.
Use of blogs Student Student Student Student contribution is 4
contribution is contribution is contribution is strong, substantial and
minimal and timely but does not strong, substantial shows thorough
does not fully give evidence of and shows thorough understanding of how to
explain substantial understanding of evaluate the
reasoning or is contribution. There how to evaluate media. Additionally, there
late. No is limited reference media. There are no are thoughtful responses
response to to understanding of responses to other to other entries.
other entries. how to evaluate the entries or responses
media. No are limited and lack
responses to other reflection.
entries.

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St. Paul College San Rafael, Inc.

Pantubig, San Rafael, Bulacan

12-MEDIA AND INFORMATION LITERACY

LESSON 1: INTRODUCTION TO MEDFIA and INFORMATION

Learning Competencies: The students should be able to:

 Describe how communication is affected by media and information;

Objectives: At the end of the lesson, the students can:

 Define media literacy, information literacy and technology literacy;

 Describe a time when a media message impacted your beliefs negatively?

Do you have enough information to decide?

Unlock the Definitions

1. Divide the class into four (4) groups.

ability society information signals or integrate

4. Present your definition by sharing you output to MS Teams.

LITERACY-The ability to identify, understand, interpret, create, communicate, and compute,

INFROMATION LITERACY-The ability to recognize when information is needed, and to

TECHNOLOGY LITERACY-The ability of an individual, either working independently or

A Future Without Media

1. How would you be informed of anything now?

People with good literacy skills are more likely to have:

IMPORTANCE OF MEDIA LITERACY

IMPORTANCE OF INFORMATION LITERACY

IMPORTANCE OF TECHNOLOGICAL LITERACY

Evaluating Media Using Media and Information Design Framework

1. Divide the class into small groups.

1. Ask the learners to visit the site

Scoring Criteria for Essay

COMPONENT GUIDE QUESTIONS YOUR ANSWER

The output will be presented to class. Be able to create a slide presentation.

LESSON 2: MEDIA and INFORMATION SOURCES

Learning Competencies: The students should be able to:

 Compare potential sources of media and information; and

Objectives: At the end of the lesson, the students can:

 Identify properly the various type and sources of information; and

1. Ask he students to find a partner.

Online Charades (Activity#1):

SECONDARY SOURCE- These sources offer an analysis or restatement of primary sources.

INDIGENOUS KNOWLEDGE- is the unique knowledge confined to a particular culture or

LIBRARY- is a curated collection of sources of information and similar resources, selected

MUSEUM- institution dedicated to preserving and interpreting the primary tangible evidence of

INTERNET- There is a phenomenal amount of information available online, via web-pages,

Evaluating Information Sources

PURPOSE AND INTENDED AUDIENCE

AUTHORITY AND CREDIBILITY

ACCURACY AND RELIABILITY

CURRENCY AND TIMELINES

OBJECTIITY and BIAS

- Does the source contain opinions or facts?

- Does the source provide you with high-quality information?

Rubric for Essay:

LESSON 3: MEDIA and INFORMATION LANGUAGES

Objectives: At the end of the lesson, the students can:

 Understand the concepts of codes, convention, messages, audience, producers, and

- Does the user’s/audience’s own background or experience affect the interpretation of

CODES- A system of signs which can be detected to create meaning.

 Major-sounding scales and chords their brighter, cheerier sound

How the Communication Process Works

Media and Information Audience

Two faces of the audience

Media and the producer/stakeholders

Conflict between media and the stakeholder/producer

Image and Movie Analysis

1. What are the codes and