11/12

ACADEMICS
Media and Information
Literacy
Quarter I/III – Week 1
Introduction to Media and Information
Literacy

ACADEMICS – Media and Information Literacy - Grade 11/12

Contextualized Learning Activity Sheets (CLAS)
Quarter I/III – Week 1: Introduction to Media and Information Literacy
First Edition, 2021

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Published by the Schools Division of Puerto Princesa City

Development Team of the Contextualized Learning Activity Sheets

Writer: Alexis D. Diosaban

Content Editor: Napthalie M. Andre-e

Language Editor: Angelyn Lovino

Reviewer: Dennis M. Lucas, PhD

Illustrator: Alexis D. Diosaban

Layout Artist: Alexis D. Diosaban

Management Team:
Servillano A. Arzaga, CESO V, SDS
Loida P. Adornado PhD, ASDS
Cyril C. Serador PhD, CID Chief
Ronald S. Brillantes, EPS-LRMS Manager
Rolando A. Taha EdD, EPS-Science
Felisima G. Murcia PhD, PSDS
Eva Joyce C. Presto, PDO II
Rhea Ann A. Navilla, Librarian II

External Evaluator:
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Sta. Monica Heights, Brgy. Sta. Monica, Puerto Princesa City
Telephone No.: (048) 434 9438
Email Address: puertoprincesa@deped.gov.ph

Lesson 1
 Introduction to Media and Information
Literacy

Learning Competency:
● Describe how communication is influenced by media and information

● Identify the similarities and differences between and among media literacy,
information literacy, and technology literacy

Objectives: 1. Define communication and media and information literacy;

2. Compare and contrast the differences and similarities of Media Literacy,
Information Literacy, and Technological Literacy; and
3. Editorialize the value of being a media and information-literate individual.

Let’s Try
Directions: Read and answer the following questions carefully. Circle the letter of the
correct answer.

1. Which of the following refers to media literacy?

A. The physical objects used to communicate with such as radio, television,

computers, film, etc.

B. The ability to access, analyze, evaluate, and create media in a variety of

forms

C. The essential skills that allow individuals to engage with media and other
information providers effectively to socialize and become active citizens

D. The ability to recognize when information is needed, and to locate,

evaluate, and effectively communicate information in its various formats

2. Which of the following roles of media refers to the primary reason why Media
and Information Literacy is being taught in school because it is believed to
influence and affect our ways, values, and even cultures?

A. Media and Communication

B. Media and Democracy

C. Media and Politics

D. Media and Society

3. Which of the following refers to literacy that is requiring an individual to

 “recognize when information is needed and can locate, evaluate, and use the
needed information effectively?”

A. Information C. Facts

B. Content D. Figures

4. The following are communication tools EXCEPT:

A. Radio C. Magazines

B. Computer Monitor D. Bulletin Board

5. Which of the following refers to the hidden and underlying meaning of a media
message/content?

A. Text C. Context

B. Subtext D. Information

6. Which of the following refers to the information?

A. A written message to another of some matter of common concern

B. Data, knowledge derived from study, experience, or instruction, signals or

symbols

C. A piece of written, printed, or electronic matter that provides information

that serves as an official record

D. Are graphic visual representations of information intended to present

information quickly and clearly

7. Which of the following are considered as the basic components of Media and
Information Literacy?

A. Media Literacy and Information Literacy

B. Digital Literacy and Media Literacy

C. Media Literacy, Information Literacy, and Digital Literacy

D. Information Literacy and Digital Literacy

8. Which of the following LEAST describes communication?

A. The act or process of using words to express your ideas and thought to
someone else

B. The act or process of exchanging information that can result in

understanding

C. The system of communication used by a particular community or country

D. The successful conveying or sharing of ideas and feelings

9. The following are the importance of Media and Information Literacy EXCEPT:

A. Maintain public discourse

B. Entice people to download and share copyrighted materials

C. Make informed decisions

D. Learn about the world around them

10. Which of the following BEST describes the roles of media in a democratic
society?

A. Citizens can communicate information and knowledge easily.

B. It gets more valuable information from learning groups and other

educational systems that make education convenient.

C. It can keep a check on public policy by throwing a spotlight on

government action.
D. It provides information to the public by reporting the operations of the
Government, and the views and alternate policies of the Opposition.

Let’s Explore and Discover

Unlocking of Difficulties

Media Literacy - is the ability to

“access, analyze, evaluate, and
communicate information.”
Information Literacy - is the ability to
know when there is a need for
information, while at the same time,
being able to identify, locate and
effectively use sources of information.
Technological Literacy – is the ability
Communication is the act of exchanging information from one
place, person, or group to another. Media critic and theorist
James Carey defined communication as "a symbolic process
whereby reality is produced, maintained, repaired and
transformed" in his 1992 book "Communication as Culture,"
positing that we define our reality via sharing our experience
with others.
 Every communication requires at least one sender, a message, and a receiver. The
process of sending and receiving a message can generate diverse effects. These include
our sentiments, cultural variation, the medium used to communicate, and even our
environment.

Why and how do you communicate?

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“Grabe! Kaya ko kayang gayahin ang Tiktok dance craze na ‘to?”

[Music play] “Magandang dilag… pak… pak… pak…”, ”Puso ko’y iyong nabihag…”
“Ang taba ko dito! Delete… delete…”
“Wow! 5 likes agad!”
“Buti pa s’ya nag-celebrate ng Debut n’ya sa Hotel!”
“I-PM ko nga sila para mag-comment sa profile pic ko…”

These were the internal monologues of most of us in a typical social media scroll. A
monologue that we don’t talk and even think about. Many of us do not even recognize it is
happening. It becomes even worse if these monologues turn into dialogues, where our
desperate thoughts are disclosed to someone else that would cause misinterpretations
and false impressions. Accordingly, one single misuse of communication and everything
will fall into undesirable outcomes/effects.

With the advent of technology, it is no doubt that the way we communicate has
changed a lot. When and how does it happen? As stated by campuspress.yale.edu, the
history of communication is more than just a timeline of events. It is the story of how
technological advances and innovations have revolutionized the world. Communication
has been the driving force behind globalization and economic growth in the last century.
Communication tools have grown exponentially since the birth of the humble telegraph
around a century ago, with the availability of text, voice, pictures, and video.
In this technology-driven generation, people across the globe are witnessing a
dramatic increase in access to communication, and so ‘information’. The information is
received at the convenience of a click, right in the comforts of our own home. As a Senior
High School student, you are expected to be literate, not just in reading and writing but to
develop your ability in analyzing and evaluating how information may be used and
distributed. Perhaps, you must consider the ways by which you use the information, and
eventually distribute it as well. What do you exactly need to be someone who can
determine whether this information is good for you or not? You must be a media-literate
individual. However, for you to be capable of filtering subtext on every piece of
information, you need to understand first what Media and Information Literacy is.

As stated by UNESCO, Media and Information Literacy or MIL provides answers to the
questions that we all ask ourselves at some point. How can we access, search, critically
assess, use, and contribute content wisely, both online and offline? What are our rights
online and offline? What are the ethical issues surrounding the access and use of
information? How can we engage with media and ICTs to promote equality, intercultural
and interreligious dialogue, peace, freedom of expression, and access to the information?
The empowerment of people through MIL is an important prerequisite for fostering
equitable access to information and knowledge and promoting free, independent, and
pluralistic media and information systems.

library.redlands.edu defined MIL as it consists of the knowledge, the attitudes, and

the sum of the skills needed to know when and what information is needed; where and
how to obtain that information; how to evaluate it critically and organize it once it is
found; and how to use it ethically.

MIL seeks to bring together disciplines that were once separated (See Figure 1). At the
heart of media and information literacy lies the need to empower citizens with essential
knowledge about the functions of media and information systems in democratic societies,
under what
conditions these
functions can be
performed, and
how citizens can
evaluate the
quality of the
content they
provide.
Furthermore,
MIL represents
essential
competencies
and skills to
equip citizens in
the 21st century
with the abilities
to engage with
media and
information
systems Source:
effectively and http://www.unesco.org/new/en/communication-and-information/resources/
publications-and-communication-materials/publications/full-list/media-and-
develop critical information-literacy-curriculum-for-teachers/
thinking and life-
long learning
skills to socialize
and become
active citizens.
These goals
underpin the
draft model
media and
information literacy curriculum.

Sourcing Information
The proper use of information made available by media and various information
providers depends on people’s abilities to understand their information needs, and to
locate, retrieve and evaluate the quality of the information they can access. Today, there is
an extremely wide and diverse selection of information material, content, and resources
available, particularly on the Internet, varying greatly in accuracy, reliability, and value.
Also, this information exists in a variety of forms (e.g. as text, image, or statistic,
electronically or in print), that can be made available through online repositories and
portals, virtual and real libraries and documentary collections, databases, archives,
museums, etc. The most important factor, however, is that the quality of this information
can range from ‘very good’ to ‘very bad’.

Before evaluating information sources, it is important to think about what the

information is for. This will help you to identify credible information sources. The key
questions might be:

● What source or what kind of source would be the most credible for providing
information in this case?
● Which sources are likely to be fair, objective, lacking hidden motives,
showing quality control?

We can think of information as being held by media and other information providers,
such as libraries, museums, archives, and the Internet. These information providers have
several roles, including to:

▪ inform
▪ educate
▪ facilitate teaching and learning processes
▪ provide access to all types of information (often free of charge, plural, reliable and
without restrictions)
▪ serve as a gateway to information
▪ promote universal values and civil rights, such as freedom of expression and
information
▪ serve as society’s collective memory
▪ gather information
▪ preserve cultural heritage
▪ entertain

Multiple Roles of Media

Media and other information providers play a central role in information and
communication processes. They are one way of communicating information, although
their role is much broader than that. For the MIL curriculum, media are defined
(irrespective of nature and technologies used) as sources of credible and current
information created through an editorial process determined by journalistic values
whereby editorial accountability can be attributed to a specific organization or a legal
person. To the extent that media are an important part of every society’s communication
system, their institutional make-up can mesh with a variety of non-media information
providers, such as libraries, museums, archives, Internet information providers, other
information organizations, and citizens who produce their content. Media play several
roles. They:

▪ Act as channels of information and knowledge through which citizens communicate

with each other and make informed decisions
▪ Facilitate informed debates between diverse social actors
 ▪ Provide us with much of what we learn about the world beyond our immediate
experience
▪ Build a sense of community and are means by which society learns about itself
▪ Function as a watchdog of government in all its forms, promoting transparency in
public life and public scrutiny of those with power through exposing corruption,
maladministration, and corporate wrong-doing
▪ Facilitate democratic processes and one of the essential guarantors of free and fair
elections
▪ Serve as a vehicle for cultural expression and cultural cohesion within and between
nations
▪ Function as an advocate and social actor in its own right while respecting pluralistic
values

Importance of MIL for Citizens

Media and information literacy (MIL) brings together disciplines that were once separate
and distinct. MIL is concerned with giving people an understanding of the importance of
media and other information providers to:

▪ Make informed decisions

▪ Learn about the world around them
▪ Build a sense of community
▪ Maintain public discourse, and
▪ Engage in lifelong learning

Further, MIL should spur citizens to become active producers of information and
innovators of media and information products, as well as critical thinkers. MIL should
incite them to use new and traditional media for self-expression, creativity, and greater
participation in their country’s democracy and the global information network.
Source: http://unesco.mil-for-teachers.unaoc.org/modules/module-1/unit-1/

Let’s Practice
ACTIVITY 1 Directions: Answer the following questions. Write your answer
on the space provided after each question.

1. How would you be informed of anything at this time?

______________________________________________________________________________
_____

2. How would you share information and communicate news and events?
______________________________________________________________________________
 _____

______________________________________________________________________________
_____

3. In what ways would you have to communicate with each other?

______________________________________________________________________________
_____

______________________________________________________________________________
_____

4. How would it affect the way you live?

______________________________________________________________________________
_____

______________________________________________________________________________
_____

5. What would society lose in this situation?

______________________________________________________________________________
_____

______________________________________________________________________________
___

ACTIVITY 2 Directions: Analyze the poster campaign by accomplishing the

Media and Information Design Framework.

Photo courtesy: https://www.deped.gov.ph/covid-19/

Component Guide Questions Your answer

Target Audience Who is the receiver of the

message?
 Sender/Author Who is the producer?

Purpose What is the purpose?

Key Content What is the topic? What

are the facts?

Form/Style How did they present the

information? How would it
affect the audience?

Medium/Format What platform did they

use? Why?

How does Media and Information Design Framework help you decode messages from the
DepEd’s COVID19 poster? Briefly discuss your reason.
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________________________________________________________________________________________
________________________________________________________________________________

Let’s Do More
ACTIVITY 1 Directions: In your own opinion, what makes an individual
literate in media and information? What activities/habits do
you practice which illustrate media and information literacy?
Give at least three (3) examples. Summarize your insights
and write it on the space provided below.

ACTIVITY 2 Directions: Using the Triple-Venn Diagram, compare and

contrast Media Literacy (ML), Information Literacy (IL), and
Technological Literacy (TL).

ML IL
ML & IL

ML, IL & TL

ML & TL IL & TL

TL
 Let’s Sum It Up

Directions Write an essay about the value of being a literate media and
information individual. Your essay must have a title, an
introduction, a body(1 main argument with 2 examples), and a
conclusion.

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 Let’s Assess
Directions: Read and answer the following questions carefully. Circle the letter of the
correct answer.

1. Which of the following refers to media literacy?

A. The physical objects used to communicate with such as radio, television,

computers, film, etc.

B. The ability to access, analyze, evaluate, and create media in a variety of

forms

C. The essential skills that allow individuals to engage with media and other
information providers effectively to socialize and become active citizens

D. The ability to recognize when information is needed, and to locate,

evaluate, and effectively communicate information in its various formats

2. Which of the following roles of media refers to the primary reason why Media
and Information Literacy is being taught in school because it is believed that
media can influence and affect our ways, values, and even cultures?

A. Media and Communication

B. Media and Democracy

C. Media and Politics

D. Media and Society

3. Which of the following refers to literacy that is requiring an individual to

“recognize when information is needed and can locate, evaluate, and use the
needed information effectively?”

A. Information C. Facts

B. Content D. Figures

4. The following are the communication tools EXCEPT:

A. Radio C. Magazines

B. Computer Monitor D. Bulletin Board

5. Which of the following refers to the hidden and underlying meaning of a media
message/content?

A. Text C. Context
 B. Subtext D. Information

6. Which of the following refers to the information?

A. A written message to another of some matter of common concern

B. Data, knowledge derived from study, experience, or instruction, signals or

symbols

C. A piece of written, printed, or electronic matter that provides information

that serves as an official record

D. Are graphic visual representations of information intended to present

information quickly and clearly

7. Which of the following are considered as the basic components of Media and
Information Literacy?

A. Media Literacy and Information Literacy

B. Digital Literacy and Media Literacy

C. Media Literacy, Information Literacy, and Digital Literacy

D. Information Literacy and Digital Literacy

8. Which of the following LEAST describes communication?

A. The act or process of using words to express your ideas and thought to
someone else

B. The act or process of exchanging information that can result in

understanding

C. The system of communication used by a particular community or country

D. The successful conveying or sharing of ideas and feelings

9. The following are the importance of Media and Information Literacy EXCEPT:

A. Maintain public discourse

B. Entice people to download and share copyrighted materials

C. Make informed decisions

D. Learn about the world around them

10. Which of the following BEST describes the roles of media in a democratic
society?

A. Citizens can communicate information and knowledge easily.

B. It gets more valuable information from learning groups and other

educational systems that make education convenient.

C. It can keep a check on public policy by throwing a spotlight on

 government action.
D. It provides information to the public by reporting the operations of the
Government, and the views and alternate policies of the Opposition.

Answer Key
Let’s Practice Let’s Do More

*** Answers of the student may vary*** *** Answers of the student may vary Answers of the student
may vary

Answers of the student

may vary

Reflective Question:
Reflective Question: *** Answers of the student may vary*** *** Answers of the
student may vary***

Let’s Sum It Up

*** Answers of the student may vary***

 Let’s Try/Let’s Assess
B 2. D 3. A 4. B 5. B
6. B 7. C 8. C 9. B 10. D

References

Commission on Higher Education. 2016. Teaching Guide for Senior High School Media and Information
Literacy. Quezon City: Commission on Higher Education. Accessed December 13, 2020.

UNESCO. 2011. Media and information literacy curriculum for teachers. Accessed February 27, 2021.
http://www.unesco.org/new/en/communication-and-information/resources/publications-and-
communication-materials/publications/full-list/media-and-information-literacy-curriculum-for-
teachers/.

UNESCO. n.d. Unit 1: Understanding Media and Information Literacy – An Orientation. Accessed February 27,
2021. Unit 1: Understanding Media and Information Literacy – An Orientation.

University of Redlands. 2019. Information and Media Literacy: What is IML? May 15. Accessed February 27,
2021. https://library.redlands.edu/IML.

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