NAME: _______________________________ SECTION: __________

TEACHER: _____________________________ DATE: _____________

MEDIA AND INFORMATION LITERACY (QUARTER 1 | WEEK 6)

WORKSHEET #6
OBJECTIVES
1. Identify the different sources of information.
2. Compare potential sources of media and information
3. 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.
4. Present an issue in varied ways to disseminate information using codes, convention and
languages of media
TOPIC 1: MEDIA AND INFORMATION SOURCES
Information can come from virtually anywhere — media, blogs, personal experiences, books,
journal and magazine articles, expert opinions, encyclopedias, and web pages — and the type of
information you need will change depending on the question you are trying to answer.
But, what was the basis for your choice of information source?
A. Indigenous Knowledge* (IK) is an unconventional source of information. It is also known as
local knowledge. According to Warren (1991), it is the knowledge that is unique to a given culture or
society. It may contrast with the international knowledge system generated by universities, research
institutions and private firms.
Examples for IK: Muyongs : Ifugao’s traditional land-use zoning system.

This knowledge is then be transfer through Indigenous Media(IM).

IM is owned, controlled and managed by indigenous peoples in order for them to develop and
produce culturally appropriate information in the languages understood by the community by
utilizing indigenous materials and resources, reflecting community needs and interests, visions and
aspirations, and independent from vested interest groups (Indigenous Media, Freedom of Expression
and Right to Information: ASEAN Scenario, 2014).
Indigenous Media’s characteristics are as follows:
 oral tradition of communication
 store information in memories
 information exchange is face to- face
 information are contain within the border of the community

B. Library*. It is a place in which literary, musical, artistic, or reference materials (such as

books, manuscripts, recordings, or films) are kept for use but not for sale. It was existed because of
the birth of the printing press. And expected to select and provide content that area easy to access.
Its main role is to organize and provide you access information. And labelled as “steward of good
information”. No longer static of limited to purely collecting physical materials for archiving, but has
extended to acquiring new modes of providing information such as the use of digital sources and
facilities that utilize media.
Types of Library
1. ACADEMIC LIBRARY. It serves colleges and universities.
2. PUBLIC LIBRARY. It serves cities and towns of all types.
3. SCHOOL LIBRARY. It serves students from Kindergarten to Grade 12.
4. SPECIAL LIBRARY. These are in specialized environments, such as hospitals, corporations,
museums, the military, private business, and the government.

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C. Internet*. It is a global computer network providing a variety of information and
communication facilities, consisting of interconnected networks using standardized communication
protocols.

Unlike similar information found in newspapers or television broadcasts, information available on

the Internet is not regulated for quality or accuracy; therefore, it is particularly important for the
individual Internet user to evaluate the resource or information. Keep in mind that almost anyone
can publish anything they wish on the Web. It is often difficult to determine authorship of Web
sources, and even if the author is listed, he or she may not always represent him or herself honestly,
or he or she may represent opinions as fact.

How will you evaluate the information found in the internet?

1. Authorship. It is critical to relate the ideas you find at a site to a particular author,
organization, or business. In this way, there is a degree of accountability for any of the ideas
expressed. Be especially wary of sites in which the author or sponsoring organization is not clearly
stated.
2. Publishing body. Anyone with an Internet Service Provider (AT&T, UP.net, NMU, etc.) can
put up a Web page. As a result, you need to have some idea 36 whether the group claiming
responsibility for the information on the Web site is legitimate.
3. Accuracy and Verifiability. A source of information is known to be scholarly when it provides
references to the information presented. In this way, the reader can confirm whether the
information is accurate or the author's conclusions reasonable. A page without references still may
be useful as an example of the ideas of an individual, organization, or business, but not as source of
factual information.
4. Currency . Some information is very time sensitive. For example, a page talking about the
top rate Web search engines in 1997 is going to be horribly out of date in 2000. There have been
incredible changes in search engine technology and new developments appear almost monthly.
However, a page discussing the Civil War is likely still relevant today even if the page was created in
1996 and has not been updated. Regardless, a site should always provide some indication of when
the information was created or the site was last updated.

SKILLS IN DETERMINING THE RELIABILITY OF INFORMATION

Check the Author
 Check the Date of Publication or of update
 Check for Citations
 Check the Domain or owner of the site/page.
.com – commercial
. edu - educational
.mil - military
.gov – government
.org - nonprofit organization

SKILLS
 LookIN DETERMINING
for facts. THE ACCURATE OF INFORMATION
 Cross-reference with other source for consistency.
 Determine the reason for writing and publishing the
information.
 Check for advertising. Advertisers may use related
information to market their product.

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TOPIC 2: MEDIA AND INFORMATION LANGUAGES: GENRE, CODES AND CONVENTIONS
All media messages are constructed using a particular set of codes and conventions. When
we say media message are constructed using codes and conventions, we mean that every media
product we encounter is a coherent body with its own rules.

Take a look at the previous exercise you had done, you are tasked to illustrate description of
the movie and how this description is illustrated in the set of codes you may observe in the film. In
this lesson, we engaged with the thought that media messages are constructed. We have
established that the meaning is something that comes out as an interaction between the message
sent and its receiver, both of which are surrounded by a context that bears on how the process of
reading and receiving encoded message is decoded.

Every medium has its own codes and conventions.

Genre. It is a French word which means “Kind” or “Class”. The original Latin word is “genus”
and mean class of things that can be broken down into subcategories. It tends to be understood to
constitute particular conventions of contents and following a distinctive style in terms of form and
presentation. The primary genres that media creators and producers invoke are the following:
entertainment, news, information, education, and advertising. These sample of sub-category of
some of the given primary genre

1. News. These are stories that have critical importance to community and national life. News
stories are also told following the basic structure of beginning, middle and end. Journalists, people
trained to report news to an audience, are expected to be objective, comprehensive and bias-free.
They work for newspaper, radio stations, televisions, and lately, online or web-based news services.
Major Division for News stories: Hard or straight news; Feature, Soft News, Investigative News,
Opinion

2. Entertainment. It is derived from the French word “entretenir” which means “to hold the
attention, keep busy, or amused. This a comprehensive movie genres list:

(a) Action movies require stunts, set pieces, explosions, guns, and karate. They are usually about a
clear hero and a clear villain. Action movie stakes are huge, like saving the world or the universe.
They're often bombastic and move quickly. Their pacing and structure are built around scenes like
car chases and their climaxes often have the biggest set pieces.

(b) Adventure movies are usually built around a quest. They take place in faraway lands or jungles.
Many adventures may be period pieces, although more contemporary adventure stories are coming
back to the forefront. They can be swashbucklers or treasure hunts.

(c) Comedy films usually are written with a few laughs a scene. The stakes are usually much smaller
or interpersonal. Comedy films can vary in their darkness and the way they deal with life and death.
They tend to be shorter films, spoofs and can have broader casts.

(d) Drama is regularly mashed up with other genres because most movies and tv rely on character-
driven stories to keep the audience involved. These are serious stories that hinge on events that
regularly happen in everyday life. They usually focus on character and how these people arc over
time. (e) Horror film focuses on adrenaline rides for the audience that dial in the gore, scares and
creative monsters. Horror is always re-inventing old classics, like adding fast zombies, and CGI
creatures. It also is seen as the most bankable genre with a huge built-in audience. Ghouls, ghosts,
slashers, creatures, and body disfiguring are some of its settings

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(f) Romance movies are about people coming together, falling apart, and all the hurdles in between.
Love is a universal language. They can be paired with comedy and ram, but a straightforward
romance focuses on two characters or an ensemble falling in love.

(g) Thriller movies. What would you do when you were over your head? This is usually linked with
horror, action, and drama, but thrillers are about exciting situations that have constant danger.
They're about stressed characters, corrupt investigators, and criminals living on the edge.

(h) War/Conflict movies are about POWs, men in foxholes, tanks, and planes. They're about people
finding commonalities, differences, and sacrificing their lives. Codes . These are system of signs that
when put together create meaning. Type of Codes 1. Technical Codes. The way in which equipment
is used to tell the story (camera techniques, framing, depth of fields, lighting and etc.)

Codes. These are system of signs that when put together create meaning.

Type of Codes

1. Technical Codes. The way in which equipment is used to tell the story (camera techniques,
framing, depth of fields, lighting and etc.)

Camera Techniques

Extreme Wide Shot of, e.g a large crow or a view of scenery

Shot as far horizon.

Wide Shot A view of situation or setting from a

distance.

Medium Shot Shows a subject down to his or her waist

with a space above to his or her head.

Medium Shows a subject down to his or her chest

Close-up with a space above to his or her head.

Close-up A full screen shot of a subject face.

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Two Shot A two shot is a type of shot in which the
frame encompasses two people. The
subjects do not have to be next to each
other, and there are many common two
shots which have one subject in the
foreground and the other subject in the
background.

Cut Away is the interruption of a continuous shot by

inserting a shot of something else. Usually,
you then cut back to the first shot. These
can be done within the same scene, cuts to
other scenes, or even as one continuous
shot as the camera pans across to
something else.

Over the The Over the shoulder shot is a camera

Shoulder angle used in film and television, where the
camera is placed above the back of the
shoulder and head of a subject. This shot is
most commonly used to present
conversational back and forth between two
subjects.

Point of View also known as POV shot, is an angle that

shows what a character is looking at.
Typically POV shots are placed in between a
shot of a character looking at something and
a shot showing the character's reaction.

Selective Using a shallow depth of field the subject

Focus can be rendered in sharp focus with the rest
of the image blurring into the image
foreground and background. This technique
isolates the subject within the image,
drawing the eye of the viewer to the exact
point which the photographer wishes to be
observed.

Eye-Level It refers to when the level of your camera is

placed at the same height as the eyes of the
characters in your frame. It also simulates
standard human vision and thus present
visual information through a familiar
viewpoint.

High Angle It is a cinematic technique where the

camera looks down on the subject from a
high angle and the point of focus often gets
"swallowed up". High-angle shots can make
the subject seem vulnerable or powerless
when applied with the correct mood,
setting, and effects.

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Low Angle It is a shot from a camera angle positioned
anywhere below the eye line, pointing
upward.

Bird's Eye A shot in which the camera shoots a scene

View from directly overhead.It usually has an
extreme long shot, to establish setting. We
use this angle to look down at the scene
from a higher point.

Worm’s Eye is a shot that is looking up from the ground,

View and is meant to give the viewer the feeling
that they are looking up at the character
from way below and it is meant to show the
view that a child or a pet would have.

2. Symbolic Codes. It shows what is beneath the surface of what we see (objects, setting, body
language, clothing, color, etc.)
Setting Setting is the time and place of the
narrative. When discussing setting, you can
describe the setting of the whole story or
just a specific scene. A setting can be as big
as the outback or space, or as small as a
specific room. Setting can even be a
created atmosphere or frame of mind.

Mise en It is a French term that means ‘everything

scene within the frame’. In media terms it has
become to mean the description of all the
objects within a frame of the media
product and how they have been arranged.
An analysis of mise en scene includes:
 Set Design
 Costume
 Props
 Staging and Composition

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 Acting Actors portray characters in media
products and contribute to character
development, creating tension or
advancing the narrative. The actor portrays
a character through:
 Facial expression
 Body Language
 Vocal qualities
 Movement
 Body contact
Colour Colour has highly cultural and strong
connotations. When studying the use of
colour in a media product the different
aspects to be looking at are:
 Dominant colour
 Contrasting foils
 Colour symbolism

3. Written Codes. These are the formal written language used in a media product. It can be
used to advance a narrative, communicate information about a character or issues and
themes. It includes printed language which is text you can see within the frame and how it is
presented, and also spoken language, which includes dialogue and song lyrics.

CONVENTIONS . These are the accepted ways of using media codes. These are closely connected to
the audience expectations of a media product.
TYPES OF CONVENTIONS
1. Form conventions. These are the certain ways we expect types of media’s codes to be
arranged. For instance, an audience expects to have a title of the film at the beginning, and then
credits at the end. Newspapers will have a masthead, the most important news on the front page
and sports news on the back page. Video games usually start with a tutorial to explain the mechanics
of how the game works.
2. Story Conventions. These are common narrative structures and understandings that are
common in story telling media products.

Examples of story conventions include:

 Narrative structures
 Cause and effect
 Character construction
 Point of View
3. Genre Conventions. It points to the common use of tropes, characters, settings or themes in
a particular type of medium. Genre conventions are closely linked with audience expectations.
Genre conventions can be formal or thematic.

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ACTIVITY 1

Directions: Answer the following questions below.

1. What codes are evident in this scene?

2. What codes were used to compliment the brilliant acting of this actor?

3. How did this scene convince the audience that it is possible for Glenn to survive under this
garbage bin?

ACTIVITY 2
Directions: Write an essay about “How do I choose from the wide variety of information made
available by different sources?”

ACTIVITY 3
Directions: Complete the sentence stem below. Write your answers on a separate sheet of paper.
I. Today the capacities of human mind aided by technology enable the process of construction
of media and information messages .The media employ more than words to construct a more

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complex society. Film and broadcast communication use the language of the camera, the tools and
techniques of editing and the power of words – as dialogue and narration – to capture the world of a
story, deliberately making choices on what not to include, what to highlight, and what should serve
as backdrop. It is every important to keep in mind : every media, every media form or , media text
whether is a printed advertisement prominently lining on the streets we pass through to the
television we watch everyday.

1. Genres are defined as

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2. Codes is illustrated as the

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3. Conventions, on the other side, is defined as

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II. It is really difficult to fully determine the reliability, accuracy, value, and timeliness of any
information, as well as the authority of the source, literacy in media and information benefits from
the development of these skills because of the fast access and dissemination of information.

4. Indigenous Knowledge is
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5. Indigenous Media is
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