Describing the

Dimensions of Motion
and Manipulative
Information and Media
Module in Media and
Information Literacy 12
Quarter 2 – Week 6

DARIELLE APILAS-BACAYAN
Developer
Department of Education • Cordillera Administrative Region
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Cordillera Administrative Region
Wangal, La Trinidad, Benguet

Published by
Learning Resource Management and Development System

COPYRIGHT NOTICE
2021

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency of office wherein the work is
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This material has been developed for the implementation of K to 12 Curriculum

through the DepEd Schools Division of Baguio City – Curriculum Implementation
Division (CID). It can be reproduced for educational purposes and the source must
be acknowledged. Derivatives of the work including creating an edited version, an
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 PREFACE

This module is a project of the DepEd Schools Division of Baguio City through
the Curriculum Implementation Division (CID)which is in response to the
implementation of the K to 12 Curriculum.

This learning material is a property of the Department of Education, Cordillera

Administrative Region (CAR), Schools Division of Baguio City. It aims to improve
students’ academic performance specifically in English.

Date of Development : January 2021

Resource Location : CAR - LRMS
Learning Area : Media and Information Literacy
Grade Level 12
Learning Resource Type : Module
Language : English
Quarter/Week : Q2/W6
Learning Competency : Describe the different dimensions of motion and
manipulative information and media
(MIL11/12TIM-IVb-3) Analyze how motion and
manipulative information and media is produced
formally and informally (MIL11/12TIM-IVb-4)

iii
 ACKNOWLEDGEMENT
The developer wishes to express her sincerest gratitude to those who helped
in the development of this learning material. The fulfillment of this learning material
would not be possible without them.
To her mentor and colleagues in the English department of Senior High
School of Baguio City National High School, the ideas will not be solidified without
them as her brainstorming buddies. To the other teachers of Senior High School
department, the unending support and understanding extended to the writer is
greatly appreciated.
She would also like to extend her gratitude to the school’s supervisory office,
led by Madam Brenda M. Cariño, for the moral and technical support in the crafting
of this learning module and to the office of DepEd-Division of Baguio City for giving
the opportunity for continuous learning as module writers.

Development Team
Author: Darielle Apilas-Bacayan

Quality Assurance Team

Lillian S. Pagulongan EPS – English
Niño M. Tibangay PSDS – BCNHS District

Learning Resource Management Section Staff

Loida C. Mangangey EPS – LRMDS
Christopher David G. Oliva Project Development Officer II – LRMDS
Priscilla A. Dis-iw Librarian II
Lily B. Mabalot Librarian I

CONSULTANTS

JULIET C. SANNAD, EdD

Chief Education Supervisor – CID

CHRISTOPHER C. BENIGNO, PhD

Assistant Schools Division Superintendent

MARIE CAROLYN B. VERANO, CESO V

Schools Division Superintendent

iv
 TABLE OF CONTENTS

COPYRIGHT NOTICE .................................................................................................iii

PREFACE.....................................................................................................................iii
ACKNOWLEDGEMENT .............................................................................................. iv
TABLE OF CONTENTS ............................................................................................... 2
What I Need to Know ................................................................................................... 4
What I Know ................................................................................................................. 4
Lesson 1: Dimensions of Motion Information and Media ............................................. 6
What’s In ................................................................................................................................... 6
What’s New .............................................................................................................................. 7
Activity: Draw, Guess, Write! ................................................................................. 7
What Is It ...................................................................................................................... 8
What’s More .......................................................................................................................... 13
Activity: If I will Create .................................................................................................. 13
What I Have Learned ................................................................................................. 14
Activity: Key Words/ Key Phrases ....................................................................... 14
What I Can Do ............................................................................................................ 15
Choose one of the activities below ...................................................................... 15
Activity 1 : Dimensionalizing a Common Material ............................................... 15
Activity 2: Watch to Dimensionalize .................................................................... 15
Lesson 2: Dimensions of Manipulative Information and Media ................................. 17
What’s In ................................................................................................................................ 17
What’s New ........................................................................................................................... 17
Activity: Dimension Match-up .............................................................................. 17
What Is It .................................................................................................................... 18
What’s More .......................................................................................................................... 22
Activity: Describing Time! .................................................................................... 22
What I Have Learned ................................................................................................. 24
Activity: The Important Thing............................................................................... 24
What I Can Do ............................................................................................................ 24
Activity: Describe on Your Own ........................................................................... 24
Post- Assessment ...................................................................................................... 24
Additional Activity ....................................................................................................... 26
Activity: Dicing the Dimensions ........................................................................... 26
ANSWER KEY ........................................................................................................... 27
REFERENCES ........................................................................................................... 28
 Describing the
Dimensions of Motion
and Manipulative
Information and Media
Module in Media and
Information Literacy 12
Quarter 2 – Week 6

DARIELLE APILAS-BACAYAN
Developer

Department of Education • Cordillera Administrative Region

 What I Need to Know
Hello learner! This module was designed and written with you in mind. This module
will help you understand the implications of media and information to you as an individual
and to the society as a whole.

HOW TO USE THIS MODULE

1. This module is designed as a process. To maximize your learning, follow the

process. Do not jump to other parts of the material without going through the
preliminaries first.
2. This learning material is designed to help you become an independent learner while
developing the competency required by the course. Do your best to read and
understand the concepts presented.
3. Exercise honesty in answering the learning material. You are allowed to conduct
additional researches regarding the topic, but you are discouraged from copying from
other references.
4. Do not leave any activity unanswered. The activities you find here are all designed to
help you master the competency that you need to grow as a future citizen of the
community.
5. Keep this learning material as neat and as clean as possible.
6. Do not answer directly in this module. Use a separate sheet of paper for your
answers.
7. Parental guidance is highly recommended for Lesson 2.

While going through this module, you are expected to:

1. describe a motion and manipulative information by accurately doing the activities in
the module ;
2. analyze examples of motion and manipulative information by describing their
dimensions.

What I Know

I. Graphic Organizer Completion: Complete the graphic organizer below by choosing the
letter of the correct word or phrase in the box that explains or exemplifies each dimension.

A. Catchy E. Map of scenes

B. Gather information F. Premiere Pro
C. Integrated sight-and-sound media G. Unpredicted technical problem
D. Interactive videos H. Video Hive

4
II. Analogy Multiple Choice: Choose the letter of the BEST answer for each item below.

9. activism : strong opposition or support to a controversial issue

advertising :
A. aims to mislead people
B. announcements of available jobs and services
C. attracts people’s attention to avail of a product or a service
D. influences people’s decision by presentation of only one side of the issue

10. photo manipulation : image transformation

text manipulation :
A. changing the meaning of a text by editing
B. audience’s decision is swayed using text
C. properties of text are taken into great consideration
D. original text is changed into something else entirely

11. quasi-credible : material has to have some truth in it

media-flexible :
A. can be accessed in more than one type of media
B. can be published or disseminated in more than one type of media
C. automatically changes content depending on which media it is accessed
D. automatically changes size and resolution depending on the size of the
gadget

12. broadcast media : heard/shown every after a segment of a program

new media :
i. bottom of a page
ii. around a text
iii. sides of a page
iv. pops out

5
 A. i only C. i, ii, iii
B. i and ii D. i, ii, iii, iv

13. effectiveness of technique used : how effective was the technique used
reflective of the pluralistic nature of global society :
A. geographic location of its target audience
B. all demographic information is considered
C. considers the political and religious affiliations of the audience
D. educational background of the audience is the main consideration

14. testimonial : known personalities endorse product

card stacking :
A. comparison of two products
B. compiling all positive review of the product
C. listing of all positive attributes of the product
D. mentioning all negative attributes of competing product

15. principle of accuracy : all information is true and accurate

principle of objectivity :
A. material is free from bias
B. material is free from opinions of audience
C. material is free from religious and political influences
D. material is free from the producers’ opinion and design

Lesson 1: Dimensions of Motion

Information and Media

What’s In
The previous module discussed the five dimensions of both visual and audio
information and media. These dimensions are summarized in the Venn diagram (made in
Canva (2021) on the next page.

6
 What’s New
Activity: Draw, Guess, Write!
By now, you are most likely familiar with the different dimensions of the different
types of information and media. Your task is to draw a film (similar to the picture below), and
write what you think are the dimensions of motion information.

Third Fourth Fifth

First Dimension Dimension Dimension
Dimension Second
Dimension

Sixth Seventh
dimension dimension Photo source:(PinClipart
2018)

7
 What Is It
Motion information is defined by Roblyer (2004), as cited by Mirabueno and
Rodriguez-Macaraig (n.d.), as “a form of media that has the appearance of moving text and
graphics on a display (with the)purpose (of communicating) information in multiple ways”.
Shelton (2004) also defined motion information as “an integrated sight-and-sound kinetic
media”.

First Dimension: Sources of Motion Information

Motion information can easily be found and accessed with the use of modern
gadgets such as smart phones, tablets, computers and laptops combined with the use of the
new media. The following are some of the possible sources of motion information.

1. Motion graphics blogs and resources–You can download motion information over
the internet through these recommended sites: Video Copilot, GreyScaleGorilla, AE
Tuts, Video Hive, AE Portal News and YouTube (STEM 12 2018).

2. Movie clips– These are parts taken or ‘clipped’ from bigger movies or motion
information materials to support a claim or to show an idea. Hidalgo and Mopera
(2015), however, warned movie clip users to be careful in choosing these clips
because they may be misleading to the viewers.

3. Short films – These are films that have one complete theme and idea, and usually
run for one to 15 minutes only.

4. Original videos – These are captured and or recorded actual events by anyone who
has the proper gadgets (mobile phone, camcorder and cameras among others).

Second Dimension: Formats of Motion Information

Film/Motion Motion Pictures in
Interactive Videos Live Streaming
Pictures Televisions
These are still These are the These are videos These are videos
pictures put together motion information that allow users to uploaded or shown
in a rapid communicated or interact with it in various sites that
succession, creating shown in televisions. through clickable show the real-time
the illusion of Televisions receive links. occurrence of
continuous and project moving events.
movement. This images, in black and
occurrence is called white or with full
by Max Wertheirmer colors and with or
as Phi Phenomenon without sounds.
(STEM 12 2018)

8
 Third: Advantages, Limits and Importance of Motion Information
1. Motion - Movements make it easier for
ADVANTAGES
viewers to understand the information, as compared
to still pictures.

2. Processes - Information that needs

sequential movement can be shown.

3. Safe Observation - Information that may be

harmful to a viewer's health may be viewed from a
(Google Sites n.d.)
safer distance.
4. Skill Learning - Motion information can be
Photo source: (Cartoon Hand -
watched repeatedly, allowing better skill-learning
Thumbs up- Vector Illustration n.d.)
opportunities.

5. Affective Learning - Motion information like documentaries and propagandas can

be used to affect a viewer's personal and social attitudes.

6. Cultural Understanding - Motion information may instill appreciation for other

cultures because people are able to 'see' other's culture.

7. Establishing Commonalities - When people are able to watch the same material,
they have something in common to discuss.

DISADVANTAGES A. Misinterpretation–Some motion information

may have deep and complex meanings that are not
so easily interpreted.

B. Cost – Motion information equipment and

materials are expensive.

(Google Sites n.d.) and C. Unpredicted (technical) problems – It is

(chryblossom 2017)
Photo source: (Cartoon Hand -
Thumbs Down - Vector Illustration
n.d.)
inevitable to have some technical problems.
D. Time consuming – The creation of motion
information may be very time-consuming.

E. Not interactive –There is no chance for the audience to directly interact (ask
questions, express opinions) with the material

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 IMPORTANCE
1. Showcasing of complex ideas – videos, films and other
motion visualizations are able to present complex ideas;
combination of and clear and proper of elements can help the
viewers grasp the idea presented in the material.

2. Assessment of one’s values–motion materials are known “to

Photo source: (Cartoon be strong media sources that affect emotions”. For example,
Exclamation Mark With
Speech Bubble N3 n.d.)
being able to watch poverty-stricken areas in a documentary may
trigger various emotions such as pity, gratefulness or may also
inspire viewers to re-assess what they may have or have not done to help.

3. Learners and culturally relevant events – motion materials can be powerful

instructional tools to update learners on the current community (local, national and or global)
events.

4. Theoretical connections–motion materials are also powerful tools in helping learners

visualize theories being learned or introduced. For example, “Albert Einstein’s Theory of
Relativity is very comprehensive because of its relevance in studying the universe but by
enhancing [the lesson] with visual motion representations; […] learning can occur”.

Fourth Dimension: Organization, Production and Dissemination of Motion

Information and Media
Dimension Organization Production Dissemination
o May be taken via • Elements ➢ Assisted by ✓ Undergoes
digital recording shown in each various censorship
(conversion of frame must software (system of
signals to high contribute to a such as Avid, examining
quality videos) or meaningful Final Cut material to
film recording scene or frame; Pro, Adobe avoid causing
(utilization of film elements Premiere Pro offense, harm
negatives) shown must be or violence,
o May also be symbolic, i.e. drugs,
photos, relevant and or sexual acts,
illustrations, can be gore)
footages and or explained
original materials

Fifth Dimension: Selection Criteria for Motion Information and Media

Catchy Can the motion information capture the attention of intended audience?
Concise Is the information shown in an orderly manner? Does the sequencing of events
show the important ideas the material wants viewers to understand?
Comprehensive Does the material show all possible aspects of the issue being discussed? For
example, if the topic is about teenage pregnancy, does the material show the
socio-economic, educational, psychological, physiological and moral aspects of

10
 the said topic?
Convincing Does the material able to sway your thinking?
Study the example below. You may watch the motion information using this link:
https://www.youtube.com/watch?v=SS-50Xm_xwk.

Print screen source: (Peterson 2020)

Purpose: To find evidence that piranhas are dangerous to humans

EVALUATION
Catchy Yes, the material is catchy because of the
Can the motion information capture the attention daring act shown at the beginning of the
of intended audience? video.
Concise Yes, the way information presented in the
Is the information shown in an orderly manner?
material is organized and was able to
Does the sequencing of events show the
discuss what viewers need to know about
important ideas the material wants viewers to
understand? piranhas.
Comprehensive No, because the motion information is an
Does the material show all possible aspects of experimentation. It was not able to fully
the issue being discussed? prove yet whether piranhas are as
dangerous or not as dangerous as they
were made out to be.
Convincing Yes, because it really showed how piranhas
Does the material able to sway your thinking? would behave if they come across a hand.
CONCLUSION: The motion information meets all criteria. It means that this motion
information may be one of the reliable and valid sources of information.

11
 Sixth Dimension: Design Principles and Elements
A. Elements of Film
1. Mise-en-scene – “put into scene”; all necessary elements that complete a scene
must be present and must have to be properly arranged: characters with
costumes and make-up, props, lighting, setting all must make sense.

2. Cinematography – manipulation of movie shots; necessary to put a dramatic

vibe in the video; three kinds – a) camera angles which refers to the perspectives
used in shooting a material; b) camera distances which refers to the distance of
the camera to the object or element being recorded; c) camera movement which
refers to the manner of how camera shots create motions by its movement.

3. Editing – act of combining separate film pieces together; follows a script which
includes effects that make scenes more meaningful.

4. Sound – important to add more emotions to scenes or to further explain a

scenario; two kinds – a) diegetic refers to the sound heard within the film world
which includes conversation of characters, horns of cars passing by, knocking on
doors; b) non-diegetic refers to the sound heard outside the film world which
includes background or mood music and narrator’s commentary.

B. Motion Media Principles

A. Gather information–The video makers have to have clear objectives before
gathering information. “Intensive research should be employed so that the right
elements would be chosen”. Information that needs to be research may include,
but not limited to, the causes and effects, preventive measures and preparedness
for the effects.

B. Choose a format–This refers to the way the video is executed. The following are
some of the common preferred formats:
i. Interview – an effective format because information provided are first
hand; interviewer is the one who asks the questions and interviewee is
the one who provides the information

ii. Documentary– can be done through: a) narration of events with

footages and pictures; or b) series of interviews, no narration, but with
a storyline

iii. Video magazine–“less formal”; hosts narrate important points; with

higher entertainment value

iv. Story-based–“uses a scrip in narrating a story; involves actors”

v. Talking head – “less complicated than an interview; involves multiple

cameras; interviewee answers the questions first, and questions by
the interviewer are created at the end”.

12
 C. Select a style–This refers to the mood created in the parts of or the whole of the
motion material. This greatly depends on the topic, on the information and on the
scene being shown.

D. Add appropriate elements–These refer to additional elements that would make

the information more credible. For example, if the motion material is a success
story intended to inspire young entrepreneurs, then a successful entrepreneur’s
struggles into becoming a success must be included in the material.

Seventh Dimension: The Storyboard

Storyboards are “graphic organizers represented by the use of frames, which show
the sequence of the video before its creation” (Hidalgo and Mopera 2015). This serves as
the video makers ‘map’ so that they know the correct order of scenes. Below is an example
of a storyboard.

Photo source: (Hidalgo and Mopera 2015)

What’s More
Activity: If I will Create…
If you are making your own motion information material, what will you use to satisfy
the dimensions of motion information given below? Explain your answers in one to two
sentences (1-2) only. Copy and complete the template below.

13
 1. Where will your material be
classified under the first
dimension, sources of motion
information? Why?
2. What format will you use? Why?
3. Which advantage and/or
importance of motion information
will your material target? Why?
4. Which disadvantage will you
avoid at any cost? Why?
5. How will you meet EACH
selection criterion? (You must
give four ways with explanations.)
6. How will you apply the elements
and principles of motion
information in the material you
will make?

Your answers will be rated based on the following rubric.

5 4 3 2
Level of Content Content indicates Content indicates Content indicates Shows some
(each selection synthesis of ideas, original thinking and thinking and thinking and
criterion) in-depth analysis develops ideas reasoning applied reasoning but most
and evidences with sufficient and with original thought ideas are
original thought and firm evidence. on a few underdeveloped
support for the ideas. and unoriginal.
topic.

What I Have Learned

Activity: Key Words/ Key Phrases
Now that you have learned the seven dimensions of motion information and media,
your task is to give at least two (2) key words or key phrases about each dimension. Do not
forget to name the dimensions. Copy and complete the table on your answer sheets.

Dimension Key Words/Key Phrases

First dimension: _
Second dimension:

Third dimension:

Fourth dimension: _

Fifth dimension: _

Sixth dimension: _

Seventh dimension:

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 What I Can Do
Choose one of the activities below.

Activity 1 : Dimensionalizing a Common Material

Analyze the motion information accessed in this link:

https://www.youtube.com/watch?v=_4xnclehjh8 (Portrait of a Hill Station Segment 3 Part
1/2 - The Road to Baguio) (openSpaceBaguio 2010).

Dimension Guide Questions

Sources of Motion Information
Formats of Motion Information
Advantages, Limits and
Importance of Motion
Information
Organization, Production and
Dissemination of Motion
Information and Media
Selection Criteria for Motion
Information and Media
Design Principles and Elements
Which of the four sources discussed above did the
material come from?
What format was used in the material? Why do you say
so?
Which of the advantages or importance of motion
information best applies to you?
Which of the limits applies to the motion information you
watched? Why do you say so?
Do you think the material underwent censorship? Why
do you say so? Provide evidences from the material
you watched.
After evaluating the motion information material, what
conclusion can you make about it?
Are all the elements discussed above presented in the
material you watched? If not, why do you say so and
what is your recommendation?

Do you think the principles of motion information

making followed? Why do you say so?
Storyboard Do you think the material watched has a storyboard?
Why do you say so?

Activity 2: Watch to Dimensionalize

Look for educational, inspirational and/or cultural short films, movies and/or
documentaries (your options may include what is provided below but not limited to them).
Analyze what you will watch based on what is asked in the table on the next page. Refer to
What's More for the rubric.

DISCLAIMER/REMINDER: This learning material does not require you to watch motion
information that may contain serious and mature topics and
themes. Strong parental guidance is highly recommended.

15
OPTIONS: (NOTE: You are not limited to these. You may opt to watch other educational
and/or inspirational motion information).
1. National Geographic - https://www.youtube.com/user/NationalGeographic
2. Brave Wilderness - https://www.youtube.com/user/BreakingTrail
3. Real Stories - https://www.youtube.com/channel/UCu4XcDBdnZkV6-5z2f16M0g
4. Motivation2Study -
https://www.youtube.com/channel/UC8PICQUP0a_HsrA9S4IIgWw
5. BBC - https://www.youtube.com/user/bbcnews
6. NBC - https://www.youtube.com/user/NBCNews
7. Netflix Educational Documentaries -
https://www.youtube.com/playlist?list=PLvahqwMqN4M0GRkZY8WkLZMb6Z-
W7qbLA
8. Living Asia Channel - https://www.youtube.com/user/LivingAsiaChannel
9. GMA Public Affairs - https://www.youtube.com/user/gmapublicaffairs
10. MMK - https://www.youtube.com/user/ABSCBNOnline

Source of Motion Information (where did you access the material):

Title of Motion Information:

Dimension
Sources of Motion Information
Formats of Motion Information
Advantages, Limits and
Importance of Motion
Information
Organization, Production and
Dissemination of Motion
Information and Media
Selection Criteria for Motion
Information and Media
Design Principles and Elements
Guide Questions
Which of the four sources discussed above did the
material come from?
What format was used in the material? Why do you say
so?
Which of the advantages or importance of motion
information best applies to you?
Which of the limits applies to the motion information you
watched? Why do you say so?
Do you think the material underwent censorship? Why
do you say so? Provide evidences from the material you
watched.
After evaluating the motion information material, what
conclusion can you make about it?
Are all the elements discussed above presented in the
material you watched? If not, why do you say so and
what is your recommendation?

Do you think the principles of motion information making

followed? Why do you say so?
Storyboard Do you think the material watched has a storyboard?
Why do you say so?

16
Lesson 2: Dimensions of Manipulative
Information and Media

What’s In
The previous lesson has showed you that motion information and media have, so far,
the greatest number of dimensions. Below is a graphic organizer that shows these seven
dimensions.

Sources of Motion
Information: internet,
original videos

Advantages,
Disadvantages and
Formats of Motion Importance of Motion
Information: Motion Information: safe
pictures in television, observation, takes
live streaming too much time to
make, theoretical
connections

Motion
Information Organization,
Production and
Storyboard:
Dissemination of
sequencing of
scenes Motion Information:
film recording, Avid,
Censorship

Design Principles
and Elements of
Selection Criteria for
Motion Information: Motion Information:
mise-en-scene, concise,
cinematography, comprehensive
choose a format
(interview, etc.)

What’s New
Activity: Dimension Match-up
Match the each word in Column A with its dimension in Column B. Write its
corresponding letter on your answer sheets.

Column A Column B
1. Testimonial a) Advantages of manipulative information
2. Easier to reflect on topic b) Disadvantages of manipulative information

17
 3. Takes a lot of time
4. Accuracy
5. Television programs
c) Production and Dissemination of
manipulative information
d) Selection criteria for manipulative
information
e) Types of manipulative information

What Is It
Manipulative information is purposefully made to persuade its audience (viewers,
listeners and/or readers) to think or act in a certain way. During national election, for
example, all types of media will contain politicians’ information that would sway people to
vote for them, such as their planned programs and their previous accomplishments.

Manipulative information and media have several dimensions, like the previously
discussed types of information and media. Unlike the motion information and media
discussed in Lesson 1, this type has only five dimensions.

First Dimension: Types of Manipulative Information

According to the video created by Angelinebdbaa138daa64c03 (2017), there are four
types of manipulative information:

1. Activism – These are practices that express strong support or opposition to

controversial issues. They also emphasize on direct vigorous action about the issue
at hand and these may “be done through public rallies, strikes, street marches, and
even rants on social media”. For example, it is a common knowledge how the
Lesbian-Gay-Bisexual-Transgender (LGBT) community used this type of
manipulative information to fight for their rights. Another example is how college
students use this type to express their thoughts and feelings about tuition fee hike.

2. Advertising – “It is the action of attracting public attention to something, especially

through paid announcements for products and services”. Hidalgo and Mopera (2015),
gave another definition of advertising or advertisement: it “is a notice, such as a
poster or paid announcement in print, broadcast or electronic media designed to
attract public attention (information) or patronage (selling)”.

There are many advertising techniques, which you probably learned when
you were in the lower years, but Hidalgo and Mopera (2015) only mentioned three of
the most common advertising techniques:

a. Endorsement or testimonials–advertising companies ask famous

personalities to attract the viewers’ and/or readers’ attention. For example,
Manny Pacquiao, a senator and a famous boxer, ‘endorses’ an energy
drink.

18
 b. Scientific or statistical claim–numbers are used to sell the product or the
service. For example, when you hear the phrases “9 out of 10
women/men use product X” or “doctors recommend”.

c. Card stacking – it is the comparison of two products. Examples of this

technique are seen in advertisements of detergents.

3. Hoaxing – Materials under this type are meant to deceive or defraud, but these have
successfully convinced people that these actually work. Scams are one of the most
common examples of such type.

4. Propagandizing – This is a “form of communication that is aimed at influencing the

attitude of a community toward some cause or position by presenting only one side of
an argument”; usually disseminated by large organizations and institutions.

Second Dimension: Formats of Manipulative Information

Third Dimension: Characteristics of Manipulative Information

Since the aim of manipulative information is to persuade its audience, materials
under this type of information and media may be characterized (adapted from Lungay 2017)
as follows:

1. Media-flexible: It has to fit in more than one type of media so that it would reach
more people.

2. Quasi-credible: The materials have to have some truthfulness to them or at least

they need have the capability to be believed by the audience.

3. Charismatic: The materials have to appeal to more than one type of person.

19
 4. Articulate: Manipulative information’s message has to be expressed using clear
and effective language.

Fourth Dimension: Organization, Production and Dissemination of

Manipulative Information

1. Print media (newspapers and magazines)–Depending on the print media

institution, some of the manipulative information may be found at the bottom of the
front page or there is a page allotted for such information.

2. Broadcast media (television and radio) – Manipulative information, in the form of

various advertisements, come out every segment of a program or film.

3. New media (internet)–Manipulative information materials are found at the edges of

or at the bottom of a webpage. Sometimes, they pop out as you open a certain
webpage.

4. Outdoor media – Manipulative information found in this kind of media may be

foundalong national highways (Philippine setting) and along streets.

Fifth Dimension: Selection Criteria for Manipulative Information

Like the previous types of information and media, manipulative information may be
evaluated using the following criteria (adapted from Media and Information Literacy 2019).

Accessibility Effectivity of
Is the material technique used
accessible to people
with varied What technique was
used and how
capabilities an d
effective was it?
means?

Reflective of
pluralistic nature of Appropriateness of
the global societ y media used
Does the material Is the media where
the information
surpass any and all
demographic appeared the mo st
background of its appropriate to use for
Manipulative its purpose?
audience? Information

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 Sixth Dimension: Design Principles and Elements
Aside from the selection criteria given above, these principles may be used as
evaluative criteria.
Principle of Completeness
Principle of Understanding
Principle of Objectivity and Balance
Principle of Accuracy
Study the example below.
Photo source: Ram (2018)
Principle of Completeness
Does the material answer the following?
• What is the material about?
• Who are involved?
• Why did the event happen?
• Where did it happen?
• When did it happen?
• How did it happen?
Does the material provide all the
information you need?
Does the material answer the following?
• What is the material about?
• Who are involved?
• Why did the event happen?
• Where did it happen?
• When did it happen?
• How did it happen?
Does the material provide all the information you
need?
Is the level of the topic within your area of experience?
Are all facts presented?
Is the material free from biases?
At the time of dissemination, are all the information
true and accurate?
The first question, does the material answer the
following, is not applicable in the material shown.
However, if the purpose of the material is to
persuade its audience to buy the product, then the
answer to the second question is yes. If you are a
person who loves crispy and juicy chicken, then this
material provides what you need to know about the
company’s chicken.
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Principle of Understanding Most likely, the answer to this is yes. There is a great
Is the level of the topic within your area of possibility that you have experienced dining in the
experience? said company.

Principle of Objectivity and This principle may not be applicable to

Balance advertisements because the goal of such materials is
Are all facts presented? to convince its target audience. There may be facts
Is the material free from biases? that are not presented, thereby showing certain
biasness in the materials.

Principle of Accuracy Advertisements have a degree of truthfulness and

At the time of dissemination, are all the
information true and accurate?
Reflective of pluralistic nature of
the global society
Does the material surpass any and all
demographic background of its audience?
accurateness in them.
The material may not speak of global society but it
does speak of national society. It is a common
knowledge that one favorite meal of Filipinos is fried
chicken. The material, however, does surpass some of
basic demographic background (age and sex) of its
audience because more likely than not, everyone
knows the endorser and everyone likes to eat
delicious fried chicken.

In a way, yes, because the material can be ‘read’ by

Accessibility people who prefer visuals and it has accompanying
Is the material accessible to people with words, which also make it accessible to people who
varied capabilities and means? prefer to read words.

The technique used is endorsement and yes, it was

Effectivity of technique used effective because the endorser is a well-known and
What technique was used and how
effective was it? generally-loved artist.

Appropriateness of media used This material was found in the internet. With the
Is the media where the information surge of internet users, it is probably the most
appeared the most appropriate to use for appropriate media to use as an advertising venue.
its purpose?
Conclusion: This manipulative media has very great potential in attracting customers and
in swaying people’s minds and decisions.

What’s More
Activity: Describing Time!
Like the previous types of information and media, you have to be able to describe a
manipulative media based on its dimensions. Therefore, your task is to study the
propaganda about COVID-19, and answer the questions on the next page that would guide
you in describing manipulative information materials.

22
 Photo source: (CartoonArts 2020)

Dimension Guide Questions

1. First dimension Under which type of manipulative information does
the material fall? Why do you say so?

2. Second dimension What do you think is the format used? Why do you
say so?

3. Third dimension What characteristics of manipulative information were

shown? Give at least one evidence.

What characteristics of manipulative information were

not shown? Why do you say so?

4. Fourth dimension If you were to choose a media to produce and

disseminate this manipulative information, what would
it be and why?

If you were given the chance to re-organize the

material, will you do it? How will you do it? Why?

Evaluate the criteria and provide a conclusion in two

5. Fifth and sixth dimensions
to three (2-3) sentences only.

5 4 3 2
Level of Content Content indicates Content indicates Content indicates Shows some
synthesis of ideas, original thinking and thinking and thinking and
in-depth analysis develops ideas reasoning applied reasoning but most
and evidences with sufficient and with original thought ideas are
original thought and firm evidence. on a few underdeveloped
support for the ideas. and unoriginal.
topic.
NOTE: Your answers to each dimension will be graded according to this set of criteria.

23
 What I Have Learned
Activity: The Important Thing
This activity was adopted from Lewis and Thompson (2010). Complete the sentence
prompt below.
Three important ideas/things from the lesson today are , , and
, but the most important thing I learned today is .

What I Can Do
Activity: Describe on Your Own
Since you already described a given material, your task now is to look for a
manipulative information material that you can describe. You may use the same set of guide
questions as the one given in What’s More part or you may even go beyond it. The same
rubric will be used to score your answers, so be guided accordingly.

Post- Assessment
I. Analogy Multiple Choice: Choose the letter of the BEST answer for each item below.

1. movie clips : clipped from bigger movies

short film : _
A. an incomplete movie
B. can be watched in one seating
C. can be watched by one person
D. one complete theme for 1 to 15 minutes

2. livestreaming : video of real-time occurrence of events

interactive videos :
A. allows viewers to comment C. contains clickable links
B. allows viewers to chat with performers D. contains questions for viewers

3. cultural understanding : appreciation of other culture

time-consuming : _
A. creation of motion material can take a lot of time
B. organization and production of videos take a lot of time
C. performers need to have a lot of free time to make videos
D. watching motion information takes a lot of time for the audience

4. film recording : utilizes film negatives

production :
A. Avira C. Windows Media Player
B. Final Cut Pro D. Google Play

24
 5. convincing : does the material sway the audience’s thinking
concise : _
A. ideas presented are all relevant to the theme
B. ideas are arranged in correct sequence
C. all ideas are important
D. all ideas are facts

6. editing : combination of film pieces

choose a format :

A. interview C. original movie

B. WAV D. MP4

7. Documentary : narration of events

video magazine : _ _
A. collection of documentaries C. question and answer video
B. hosts narrate important events D. series of important events

8. skill learning : watched repeatedly leading to skill learning

cost :
A. production fees are high
B. performers have high talent fees
C. needs a lot of fund to even begin with
D. equipment and materials are expensive

II. Graphic Organizer Completion: Complete the graphic organizer on the next page by
choosing the letter of the correct word or phrase that explains or exemplifies each
dimension.

A. Accessible to people with varied capabilities and means

B. Appeals to more than one type of person
C. Disseminated by large powerful institutions
D. Found in the streets
E. Organization of text, fonts and use of language are considered
F. Persuade audience to think or act in a certain way
G. Within audience’s area of experience

25
 1st dimension:
10.

2nd
6th dimension:
dimensi on:
15. 11.

Manipulative
Information
9.

5th 3rd
dimension: dimension:
14. 12.

4th dimension:
13.

Additional Activity
Activity: Dicing the Dimensions
You need a dice for this activity. If there is not available dice, ask your
parent/guardian, brother or sister and/or any housemate to give you a random number from
1 to 6.
Your task is to give word/s or phrase/s based on the number that comes out from
rolling the dice. For example, you rolled the dice, and it resulted to 5. You have to give 5
words or phrases that best describes/explains/exemplifies the dimension you are answering
at the moment. An example is provided for you. DO NOT COPY THE EXAMPLE.
CHALLENGE: IF YOU STARTED USING WORDS, ALL ANSWERS MUST BE GIVEN IN
WORDS. BUT IF YOU STARTED WITH PHRASES, THEN ALL ANSWERS MUST BE
GIVEN IN PHRASES.
For example:
Dimension Motion Information Manipulative Information
First dimension Films Advertising

Since the dice only showed 1, then I only gave one word for each type of information under
their respective dimensions.
Dimension Motion Information Manipulative Information
First dimension
Second dimension
Third dimension

26
Fourth dimension
Fifth dimension
Sixth dimension
Seventh dimension (for
motion information only)

ANSWER KEY

27
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presentation/fR0RDs3eUCN/unit-16-manipulative-information-and-
media/?mode=movie&locale=en.
n.d. Cartoon Exclamation Mark With Speech Bubble N3. pixy.org.
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covid-19-war-propaganda/.
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Lewis, Ann, and Aleta Thompson. 2010. "Quick Summarizing Strategies to Use in the
Classroom." readingrockets.org.
https://www.readingrockets.org/content/pdfs/summarizing_Strategies.pdf.
2017. Manipulative Information and Media. Performed by Janua Rhey Lungay.
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Mirabueno, Dolly, and Roda Rodriguez-Macaraig. n.d. MIL Intensive Teacher Training.
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2010. Portrait Of A Hill Station Segment 3 Part 1/2 - The Road to Baguio. Performed by
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2020. EATEN ALIVE - Human Hands vs. Piranha! Directed by Coyote Peterson. Performed
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PinClipart. 2018. "Polaroid Camera Clipart Black And White - Film Strip Clip Art - Png
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For inquiries or feedback, please write of call:

Department of Education-Cordillera Administrative Region
(Wangal, La Trinidad, Benguet)
Telefax: 422 – 4074, (074) 422 6570
Email Address: car@deped.gov.ph