For Teachers

Bukidnon Association of Catholic Schools (BUACS), Inc.

SACRED HEART ACADEMY OF VALENCIA INC.
Media and Information Literacy 11/12
Quarter 1

Name of Learner: Grade Level:

Section: Date:
Address:
Date of Release: Date of Submission: Date of Received:

LEARNING ACTIVITY SHEET NO. 4

Media and Information Sources
A. Background Information for Learners
Your information needs to dictate your choice of media and information sources. Sources are not all the same and
are not created equal. Resources may be evaluated by looking at the information they contain. In seeking information, we
need to be curious as to reduce our uncertainty by consulting various materials that come from different sources. These
sources may be in the form of indigenous or community knowledge, physical materials in archives such as libraries,
multimedia texts, and objects found in the Internet, or media messages from the different mass media form to which this
lesson is all about.
1. Indigenous Knowledge and Indigenous Media
Indigenous Knowledge is an unconventional source of information and is unique to a given culture or society. It is
the basis for local-level decision making in the activities in rural communities. It is relayed either through:
1.1. People media—the persons involved in the use, analysis, evaluation, and other production of media
and information; or
1.2. Indigenous media—any form of media that is created and controlled in, for, about, and by the
community (either a geographic community or a community of identity or interest) and is separate from
commercial media, state-run media, or public broadcasting.” Also known as community media.
Indigenous communities are typically known to adhere to oral tradition of communication. They are not reliant on
mainstream media. They store information in their memories so the danger of login the information is greater. The
information exchange is characterized by face-to-face interaction, limiting the transfer and access of information over
long distances and containing it within the borders of the community. And because of this, the creation and maintenance
of indigenous media helps in storing indigenous knowledge for posterity.
2. Indigenous Media as Tool for Expression and Participation
Information offered by indigenous media is primarily to “open up other spaces for the discussion of indigenous
people’s issues.” New media and ICT infrastructures have dramatically helped boost community media in certain parts of
the ASEAN region “providing the opportunity for extending communication outreach in remote rural areas.”
An example of indigenous organizations that have initiated the promotion of expression and have increased access
to information among indigenous peoples (IPs) in the Philippines is the Northern Dispatch Weekly (NORDIS). It is a
weekly newspaper covering places where indigenous communities in Northern Luzon live.

3. Library as repository of information

Libraries are places “in which literary, musical, artistic, or reference materials (as books, manuscripts, recordings,
or films) are kept for use but not for sale.” Their main role is to organize and provide you access to information. Aside
from the static or limited to purely collecting physical materials for archiving, libraries extended to acquiring new modes
of providing information such as the use of digital sources and facilities that utilize media especially the Internet
connection to provide the library users of a myriad of sources and databases from various places in the world.

4. Media as information tools

Apart from indigenous knowledge and library sources, media also provides information.

Media Type/Form PROS/Advantages CONS/Disadvantages

Books  Portable/transferable information  “Print is dead” or is it?
 Affordable volume, depending on size  Costly typesetting and design
of print run  Costly publication in
 Enduring medium that can last for multilingual editions

many years
 Ideal for content that may not change
drastically over time (historical,
academic works, catalogues of cultural
artifacts/works of art)
Magazines and  Loyal (but shrinking) readership
Newspapers  Target a geographical area
 Can be shared with others
 Inserts and leaflets attract attention
Cinema  Reaches many demographics, literate
or illiterate
 Can be entered in local/international
film festivals and competitions for
further exposure
Radio  Trusted medium with loyal followers
 Community radio has loyal audiences
interested in local activities
 National broadcasters can carry
messages for nationwide events
Television  Quickly spreads the message on
different channels and times of day
 Improves credibility
 Best suited for large-scale
communications activities
World Wide Web  Main point of contact between user
and audience
 Acts as a hub for all other
activities/content
(audio/video/text/events/social media
aggregator)
 Easy to access from multiple platforms
 24/7 interaction with target audiences
Social Media  Reach the correct audience through
hashtags/following relevant groups
 Attract large number of people in short
time
 Drive traffic to other communication
actions
 Bring people together
 Gather information about target
 Easy feedback
 Place for real life experiences to be
exchanged
 Give a voice to timid people
5. Evaluating your information sources
5.1. The information provided by a source is credible and reliable
5.2. Breadth (scope) and depth of the discussion on a topic is also a consideration
5.3. The information can be cross-referenced—it can also be checked in other sources and can be
supported by them.
5.4. The manner on how the information has been dealt with by the sources is ethical and legal.
B. Learning Competency with Code
1. Contrast indigenous media to the more common sources of information such as library, internet, etc.
For Teachers
 Expensive storage and shipping
 Prohibitively expensive
reprinting/revising of outdated
information
 Environmental issues
 Newspaper valid only for a day
 Message can be lost (most
papers have more than 60%
advertising)
 Magazines have niche audiences
 Expensive production
 May or may not hold
interest/attention
 Niche market: stations cater to
specific types of listeners
 Audience will tune out
 Background medium (hard to
hold attention
 Difficult to incite action (hard to
remember broadcasted contact
details or website URLs
 Expensive
 Short message that must be
repeated to sink in
 Advertisements can be skipped
through PVRs (Personal Video
Recorders)
 Traditional TV is less watched
by younger people
 Perceived difficulty to set up
 High cost maintenance (constant
updating)
 Information control
 Very time consuming to engage
directly with followers
 Need to keep content fresh
across platforms to stay visible
 Cannot control the message or
how people react to online
contents
 Campaign can get hijacked by
detractors
 Bad news can go viral
 Mistakes can happen in real time
with thousands of witnesses
 Negative feedback cannot be
ignored
 Do not capture tone
 For Teachers
C. Objectives/Learning Targets
At the end of the lesson, the students must be able to:
1. Differentiate indigenous media to the more common sources of information
2. Value the importance of indigenous media
3. Contrast indigenous media to the more common sources of information.

D. Detailed Directions/Instructions
Read and follow the instruction in each activity
E. Exercise/Activity
Activity 1: Featuring the Interview
F. Rubrics for Scoring
For Activity 1, part 2: 8-10 points with full understanding of the two sources; 5-7 points with good understanding
but the answers are not well-organized; 1-4 points does not seem to understand the topic very well.
For Activity 2,

Grammar and Punctuation Sentence and Paragraph Organization Handling of

Structure Sources
9-10 pts The grammar and punctuation Sentences and paragraphs The story flows Sources are
is almost always correct. make sense and hold logically and is correctly handled.
together. appropriate to its form.
6-8 pts The grammar and punctuation Some sentences and The story has some Sources are
is usually correct paragraphs make sense and problems of logic and handled correctly
apparently hold together flow, and is not sometimes,
exactly suitable in sometimes not.
form
1-5 pts There are major grammar and Sentences are incomplete The story does not Sources are
punctuation errors and paragraphs are flow logically and is largely
misformed ill-conceived in terms mismanaged.
of form.

G. Values Integration
Nationalism, Discipline, and Excellence
H. References for Learners
Liquigan, Boots. DIWA Senior High School Series: Media and Information Literacy. Makati City: DIWA
Learning Systems, Inc., 2016.
I. Answer Key
Activity 1: Explain (10pts)
Instruction: Give an example of indigenous/community media in Bukidnon (it could be newspaper, radio program, etc.).
Then, answer each question in not more than 3 sentences.
Example of indigenous/community media in Bukidnon: _____________________________________.
What kind of information they relay to their audience? How are these media helping their communities?

What is the advantage of this particular indigenous/community media to other more common sources of information?

Activity 2: Listening to the Voice of the Indigenous Media (20 pts)

Instruction: You are to interview an elder of a certain community. Your task is to produce a news a feature based on the
interview. Let him/her answer the question below.
What is the main problem/issue of your community (e.g. environmental—water irrigation; deforestation; solid waste
management; social—conflicts between neighbors, cultural—forgetting of traditions, historical—particular event
happened in the past, etc.) and how does your community address it?

No need to write the interviewee’s answer. Just make a 500-700 words-news feature from the interview with the Title in it
and the details (Name of the interviewee, the place of the community, etc.). It could be encoded (1 page; Short Size; 1.0
 For Teachers
spacing; 12 font size; and Times New Roman Font style) or handwritten work (1 whole sheet of paper with no erasures).
Submit your work on the next meeting.