Media and Information Literacy Project

TEACHER’S MODULE
Project Heads:
Kara David
Adelle Chua

Module Writers:
Karol Ilagan
Janvic Mateo

Project Assistant:
Jabes Lazaro
 PASASALAMAT

Taos-pusong pasasalamat sa mga sumusunod na indibidwal, grupo, at ahensya na

naging bahagi ng tagumpay ng proyektong ito:

● United States Agency for International Development (USAID)

● Internews
● UP College of Mass Communication Foundation Inc.
● UP College of Mass Communication
● ABS-CBN News
● GMA Integrated News
● UP College of Education REGALE Faculty led by Dr. Portia Padilla
● Focus Group Discussion Facilitators: Elaissa Mendoza, Elaine Cua
● Neon Oven Media Co.
● Journalists:
Howie Severino Connie Sison

Zen Hernandez Mariz Umali

Karmina Constantino Ivan Mayrina

Atom Araullo Jeff Canoy

Kara David
● Scriptwriters:
Ashley Curameng Johann Go

Jade Feliciano Kristine Malonzo

Lieniel Gabuni Albert Lirio

Kevin Fernandez Franz Ronquillo

Julienne Espinosa Bryan Bardos

Jasmine Gonzales Tisa Nacional

Christian Chua Aerielle Ulanday

Kyle Cristy Hiraya Mance

Danielle Julo Eliseo Rioja

Mar Mamorbor Jabes Lazaro

Chris Nuevo

Marilyn Cahatol

Anj Guillermo
 MEDIA AND INFORMATION LITERACY CHANNEL
Department of Journalism
University of the Philippines – Diliman

Content Outline

Module 1: Introduction to Journalism

A. Bakit importante ang journalism sa isang bansa? Ano ang ginagawa ng isang journalist o
ng isang mamamahayag? Paano siya naiiba sa mga bloggers o vloggers?
B. Ano ang prosesong pinagdadaanan ng balita bago ito ma-publish o ma-ere? Gaano
kabusisi ang pagkalap ng balita? Ano’ng uri ng news sources ang kailangan? Pagkatapos
maisulat ang istorya, sinu-sino ang sumusuri rito para masigurong tama at totoo ang
balitang isinulat?
C. News Values at Gatekeeping: Paano pinipili ang balita? Ano ang mga pamantayang
ginagamit para malaman kung ano ang lalabas sa balita?

Module 2: Defining “Fake News”

A. Ano ang tinatawag na false information o ang mas kilala sa tawag na “fake news”? Paano
ito nagsimula? Bakit tinatawag na misnomer ang “fake news”? Ano ang pagkakaiba nito
sa lehitimong balita? Ano ang iba’t ibang uri ng misinformation?
B. Gaano kabilis kumalat ang maling impormasyon o “fake news”? Paano ito kumakalat?
Ano ang peligrong maaaring idulot nito? Sino ang maaaring maging biktima ng “fake
news”?
C. Eight simple tips to spot “fake news” (common characteristics or tell-tale signs). Paano
natin ito maaaring labanan? Simple steps that can help stop disinformation.

Module 3: Introduction to Fact-Checking

A. Ano ang fact-checking? Bakit ito importante? Step-by-step guide. Different tools that you
can use to fact-check. Test your skills. Can you fact-check the following items?
B. Ano ang trabaho ng isang fact-checker? Bakit mahalaga ang trabaho ng fact-checker?
Ano-ano ang mga organisasyon na gumagawa ng fact-checking?

Module 4: Fact-Checking Tools

A. Tips kung paano gawing mas efficient ang iyong Google search.
B. Paano gumamit ng reverse image search?
 Module 1. Introduction to Journalism

Welcome to the first module of our Media Literacy series. This module is composed of three
videos aimed at teaching students the elements of journalism as well as the principles and
techniques in news gathering and news writing.

The first video covers the role journalists play in a democratic society like the Philippines.
We will go through the ins and outs of working as a journalist and its difference from the
work being done by other content producers.

The second video covers how news is produced, from pitch or idea to publication or
broadcast. We will go over where journalists get their information and how this is vetted
before being shared with the public.

We then wrap up the third video that tackles news values and the theory of gatekeeping.
This part highlights why not all events become news and how the internet has
democratized news and content production.

All in all, this module seeks to broaden the perspective and social awareness of students by
exposing them to the real world of journalists.

I. Learning Outcomes

After watching the videos, students should be able to:

● Appreciate the public-service role of journalists in Philippine society.

● Analyze the newsworthiness of an event, idea, or issue.
● Undertake simple research and reporting through the production of news.

II. Content

The three videos for this module may be accessed via:

https://www.youtube.com/@UPJournDept

A. Importance of Journalism (Howie Severino)

B. Gatekeeping and News Values (Zen Hernandez)
C. Process of News Production (Karmina Constantino)

III. Additional Learning Resources

Teachers may also use the following resources to supplement the discussion of this module:

● Excerpts from The Elements of Journalism by Bill Kovach and Tom Rosenstiel
https://www.americanpressinstitute.org/journalism-essentials/what-is-journalism/ele
ments-journalism/
● Definitions of Gatekeeping by Pamela Shoemaker, Jaime Riccio, and Philip Johnson
https://www.oxfordbibliographies.com/display/document/obo-9780199756841/obo-
9780199756841-0011.xml

● What are the seven news values?

https://wp.lps.org/akabour/files/2013/12/The-Seven-News-Values.pdf

IV. Procedures

Before showing the videos, teachers may ask the students to bring a copy of a newspaper,
online news report, or a link to a news feature. Evaluate the students’ familiarity with news
by asking them questions about why the news they brought to class became news.

After watching the videos, teachers may provide students with more hands-on activities to
apply the things that they have learned from the materials. These include:

1. Breaking down the sources of information from a news report;

2. Identifying documents or data used, people interviewed and fieldwork done to
complete the news report;
3. Assign students to identify a potential news story in their community; and
4. Assign students to research and report on a story about their community.

Please see the Annex below for recommended activities on news values.

Throughout the session, teachers should highlight how the need to be curious, willingness
to learn new things, and willingness to critique and be critiqued will help the students
become successful in the course. Encourage them to be inquisitive. Asking questions and
asking often should be encouraged.

V. Annex

A. Exercise 1: News values

Bring a newspaper to class. Based on what you’ve learned from the discussion on
Gatekeeping and News Values, identify the news values that apply to the articles
featured on the front page of the newspaper.

B. Exercise 2: Story conference

Imagine you’re an executive producer for a primetime newscast and you’re doing a
story conference with your team. A story conference is done prior to the airing of
your show. The goal of the conference is to discuss and decide on what would be
included in the newscast.
 The reporters collected 22 stories on March 12, 2020. Due to time constraints, only
16 can be included in the newscast. Using your knowledge of gatekeeping and news
values, arrange the following stories by order of news values. Which would go first?
Which would go last? You also need to drop six topics. Prepare to explain why you
arranged the lineup the way you did.

Actual News Line-up for a Filipino Primetime TV Newscast

March 12, 2020

Title Order News Values Present /

Notes

3 Pinoys in Singapore who got sick

Senate now on restricted access

1st case of COVID-19 in Visayas (Dumaguete)

Tom Hanks and wife test positive

Cancelled events due to COVID

COVID-19 declared pandemic by WHO

Duterte gets tested

Drug offense to be indicated in driver’s license

2 PUIs in UP Diliman

VP Robredo: Protect the vulnerable; work

from home

Total of 52 COVID-19 cases in the PH

1st case of COVID-19 in Mindanao (Cagayan de

Oro)

Week 2 of Repatriation of Seafarers in Grand

Princess Cruise

Cabinet officials and Senators go on

Self-Quarantine
Moment of Silence for COVID-19 patients –
Oratio Imperata

Government offices on lockdown

3 new COVID-19 Deaths in the PH

Stock Market slides to 5,700 points

NBA suspends Season after Utah Jazz Player

tests positive

Duterte’s Address re COVID-19

Australia: “wash hands” aerial sign trends on

social media

Recovering from the virus

-End of Module 1-
 Module 2. Defining “Fake News”

Welcome to the second module of our Media Literacy series. This module is composed of
three videos aimed at teaching students the value of understanding “fake news”, its history,
and its harmful effects to the public.

While commonly used, the term "fake news" is considered a misnomer, or an oxymoron,
since news – by definition – should be factual and true. Its use gained popularity in recent
years partly in relation to efforts to discredit legitimate news. Experts and academics
suggest the use of more accurate terms such as misinformation, disinformation, misleading
or false information, and information disorder.

The first video defines “fake news”, misinformation, and disinformation. We will also tackle
how all these differ from legitimate news sources.

The second video covers the dangers of being exposed to, trusting, publishing, and sharing
“fake news”. We will discuss how it is created to change people's beliefs, attitudes,
perceptions, and behavior which can ultimately be used by people to make decisions.

We then wrap up with the third video that enumerates the common characteristics or
tell-tale signs of “fake news” and what we can do to fight its spread.

I. Learning Outcomes

After watching the videos, students should be able to:

● Understand why “fake news” is produced and identify the dangers it poses.
● Determine the quality and validity of information online.
● Improve the students’ own information consumption habits.

II. Content

The three videos for this module may be accessed via:

https://www.youtube.com/@UPJournDept

A. Pagkalat ng “Fake News” (Atom Araullo)

B. Different Types of “Fake News” (Kara David)

III. Additional Learning Resources

Teachers may also use the following resources to supplement the discussion of this module:

● VERA Files Answers the 7 Most Asked Questions about Fact-Checking

https://verafiles.org/articles/vera-files-answers-the-7-most-asked-questions-about-fac
t-checking
● VERA Files: Anu-ano ang mga bagay na pwedeng i-fact check?
https://verafiles.org/articles/anu-ano-ang-mga-bagay-na-puwedeng-i-fact-check

IV. Procedures

Before showing the videos, teachers may show students samples of false information and
legitimate news. Evaluate the students’ familiarity with “fake news” by asking them which
of the materials shown are actually legitimate.

After watching the videos, teachers may administer a quiz on the different types of
misinformation. Please see the Annex below for some samples.

V. Annex

Exercise: Detecting misinformation

Using your knowledge of the different types of misinformation, identify which content
presents misinformation. Analyze and identify the kind of misinformation used in each
material below.

1. Answer: _______________________________________
2. Answer: _______________________________________

3. Answer: _______________________________________
4. Answer: _______________________________________

-End of Module 2-
 Module 3. Introduction to Fact-Checking

Welcome to the third module of our Media Literacy series. This module is composed of two
videos aimed at teaching students the roles and responsibilities of fact-checkers and the
basic steps to fact-check false information.

The first video contains a brief history of fact-checking and how it is presently used to
combat disinformation. It also introduces some fact-checking organizations in the
Philippines, as well as the different ratings used by these organizations when classifying
claims.

The second video contains a step-by-step process to conduct fact-checks. It uses various
examples to guide students in its application when assessing claims.

I. Learning Outcomes

After watching the videos, students should be able to:

● Understand the role and responsibilities of fact-checkers.

● Familiarize themselves with the basic steps to follow when fact-checking
information.
● Fact-check claims that they encounter online and offline.

II. Content

The two videos for this module may be accessed via

https://www.youtube.com/@UPJournDept

A. Fact-Checkers (Mariz Umali)

B. Fact-Checking (Connie Sison)

III. Additional Learning Resources

Teachers may also use the following resources to supplement the discussion of this module:

● IFCN Code of Principles

https://ifcncodeofprinciples.poynter.org
● Here’s How the First Fact-Checkers Were Able to Do Their Jobs Before the Internet
https://time.com/4858683/fact-checking-history/
● What a university learnt from launching a fact-checking initiative in the Philippines
https://reutersinstitute.politics.ox.ac.uk/news/what-university-learnt-launching-fa
ct-checking-initiative-philippines
● VERAfied: A DIY guide to fact-checking and fighting misinformation and
disinformation
 https://verafiles.org/articles/verafied-diy-guide-fact-checking-and-fighting-misinfo
rmation
● How to write a clear fact check
https://www.poynter.org/educators-students/2016/how-to-write-a-clear-fact-chec
k/
● Google Fact Check Explorer
https://toolbox.google.com/factcheck/explorer

IV. Procedures

Before showing the videos, teachers may hold a discussion focusing on the dangers of
disinformation and why it is important to verify information before sharing it. Students
may be asked to share false or unverified information that they recently encountered and
how they dealt with it.

After watching the videos, teachers may show examples of fact-checks published by
different organizations, such as those on the Tsek.ph website or by searching the Google
Fact Check Explorer (see additional learning resources).

Teachers may highlight the different ratings used by fact-checking organizations by asking
the students to differentiate how the claims were assessed.

A hands-on activity may also be conducted using the provided material (see annex) and/or
the unverified or false information shared by the students during the discussion.

V. Annex

Exercise: Rate and write a fact-check on the following claims based on the information
provided:
1. Rating: _______________________________________

2. Rating: _______________________________________

3. Rating: _______________________________________

- End of Module 3 -
 Module 4. Fact-Checking Tools

Welcome to the fourth module of our Media Literacy series. This module is composed of
two videos aimed at teaching students how to use some online tools that can help them
when fact-checking information.

The first video highlights different tips and tricks to optimize the use of Google Search. It
introduces the Google Advanced Search and explains how to use different “search
operators” that can help students verify information online.

The second video introduces the Google Reverse Image Search, a digital tool that can be
used to look for similar photos online. Various examples are also provided to show how this
and other similar tools can be used to fact-check claims.

I. Learning Outcomes

After watching the videos, students should be able to:

● Familiarize themselves with Google Advanced Search and different search operators.
● Verify images using Google Reverse Image Search and other similar digital tools.
● Use Google Advanced Search and Reverse Image Search to fact-check claims.

II. Content

The two videos for this module may be accessed via:

https://www.youtube.com/@UPJournDept

A. Google Skills (Ivan Mayrina)

B. Reverse Image Search (Jeff Canoy)

III. Additional Learning Resources

Teachers may also use the following resources to supplement the discussion of this module:

● Using Search Operators on Google

https://support.google.com/websearch/answer/2466433?sjid=121670153624534
66864-AP
● Advanced Search: Researching with Precision
https://newsinitiative.withgoogle.com/resources/trainings/fundamentals/advance
d-search-researching-with-precision/
● Reverse Image Search: Verifying photos
https://newsinitiative.withgoogle.com/resources/trainings/fundamentals/reverse-
image-search-verifying-photos/

IV. Procedures
Before showing the videos, teachers may first assess the students’ familiarity with Google
Search. A short activity may also be conducted to determine how they use search engines to
look for information online.

During the lesson on Reverse Image Search, teachers may pause the video on the “Quiz
Time” portion (7:37) to give the students time to search for the image, which the teachers
may provide to them by downloading a copy from here
(https://www.flickr.com/photos/tanishasystemsinc/9365869746).

After watching the videos, the teachers may conduct hands-on activities such as showing
the students how to use the digital tools (See Annex for list of common Google search
operators). The students may also be encouraged to finish the short digital lessons on
Advanced Search and Reverse Image Search from Google (see additional learning
resources).

V. Annex

List of common Google search operators:

Task Search Operator

Search for exact matches “”

Search for a particular filetype filetype:

Search a particular website or domain site:

Search for pages with a particular word in the title intitle:

Search for pages with a particular word in the url inurl:

Search for results that leave out a word or phrase -

Exercise A:

1. Using search operators, ask the students to search for a PDF copy of the Department
of Education’s policy on cancellation or suspension of classes.

Suggested Google search prompt: Class suspension policy filetype:pdf

site:deped.gov.ph

2. Verify if former United States President Ronald Reagan said this quote: Change will
not come if we wait for some other person or some other time. We are the ones we've
been waiting for. We are the change that we seek.
 Suggested Google search prompt: Use quotation marks to search for the full
quote.

Exercise B:

Use Google Reverse Image Search to verify the following images:

Image Source: https://twitter.com/Jeggit/status/902048241646280704/photo/1

1. Rating: _______________________________________

Image Source: https://www.snopes.com/fact-check/einstein-bicycle/

2. Rating: _______________________________________
Image Source:
https://www.nasa.gov/feature/goddard/from-a-million-miles-away-nasa-camera-shows-
moon-crossing-face-of-earth

3. Rating: _______________________________________

Image Source:
https://www.facebook.com/photo/?fbid=1079732739584789&set=pcb.11910949580992
32

4. Rating: _______________________________________

-End of Module 4-
 Answer Key
Module 2. Defining “Fake News”
Exercise: Detecting misinformation
1. Manipulated content
2. Satire or parody
3. Satire or parody
4. False context

Module 3. Introduction to Fact-Checking

Exercise: Rate and write a fact-check on the following claims based on the information
provided:
1. False - The claim was debunked by the Philippine Statistics Authority using the
official Facebook account of the Philippine Identification System
2. False - The claim was debunked both by the Department of Education and the
Philippine Star, which produced the original social media card that was edited in the
post.
3. Misleading - The images used in the post came from the same photo.

Module 4. Fact-Checking Tools

Exercise A:
1. Using search operators, ask the students to search for a PDF copy of the Department of
Education’s policy on cancellation or suspension of classes.
● Answer: The document is accessible here:
https://www.deped.gov.ph/wp-content/uploads/2022/09/DO_s2022_037.pdf

2. Verify if former United States President Ronald Reagan said this quote: Change will not
come if we wait for some other person or some other time. We are the ones we've been
waiting for. We are the change that we seek.
● Answer: False. The statement was made by former United States President Barack
Obama.

Exercise B: Use Google Reverse Image Search to verify the following images:
1. False / Manipulated Content
2. False / Manipulated Content
3. True
4. Misleading - The image shows the commemorative coin issued by the Bangko
Sentral ng Pilipinas for the 100th founding anniversary of Muntinlupa in 2017.