St.

Paul University Philippines

Tuguegarao City, Cagayan 3500

BASIC EDUCATION UNIT

ISO CERTIFIED

DYNAMIC LEARNING PLAN

MEDIA AND INFORMATION

LITERACY

THIRD QUARTER

Checked and Reviewed by:

Dr. Evelyn Pacquing MYRAI. BALUBAL

Program CoordinatorFERMIN

Approved by: R

Dr. Fe D. MallariS. GLENDA P. CARON

SHS-A Coordinator
 St. Paul University Philippines
Tuguegarao City, Cagayan

BASIC EDUCATION UNIT

UNIVERSITY VISION-MISSION STATEMENT

VISION

ST. PAUL UNIVERSITY PHILIPPINES is an internationally recognized institution

dedicated to the formation of competent leaders and responsible citizens of their
communities, country, and the world.

MISSION

Animated by the gospel and guided by the teachings of the Church, it helps to uplift the
quality of life and to effect social transformation through:

1. Quality, Catholic, Paulinian formation, academic excellence, research, and

community service.
2. Optimum access to Paulinian education and service in an atmosphere of
compassionate caring; and
3. Responsive and innovative management processes.

The SPUP Vision and Mission are reflected in the Paulinian Core Values
Framework and the SPUP Learning Framework which have been adopted by the
university.

The core of the Curricula of Studies is embedded in the Paulinian Core Values (the 5 Cs)
namely: Charism, Charity, Commission, Community and with CHRIST as the CENTER of Paulinian
life.

BEU VISION-MISSION STATEMENT

VISION
St. Paul University Philippines, Basic Education Unit is a Catholic educational institution
committed to the formation of pupils/students with proficiency in basic knowledge, skills,
attitudes, and values responsive to the changing world.
 MISSION
Impelled by the Charity of Christ, this institution will become the premier for basic
education by forming academically prepared, morally upright, and socially responsible
young Paulinians in the service of family, church, and society.

PAULINIAN CORE VALUES

(The 5 Cs) and the SPC Education Ministry Basic Education Exit Outcomes

CHRIST (CONSCIOUS) – Christ is the CENTER of Paulinian life. The Paulinian

follows and imitates Christ, doing everything about Him.
The BEU graduates are Mindful, Self-Directed LEARNERS AND ROLE MODELS,
who:
 Initiate and sustain undertakings that strengthen their skills, understandings,
health, future opportunities that benefit others.
 Assess their unique personal qualities, thinking processes, and talents, and
explain how strengthening them can open doors to continued learning and
personal fulfilment.
 Explain the elements and factors affecting their decision and actions and the
likely consequences they entail.
 Manage their time and energy to allow for regular periods of planning
reflection and renewal.
 Describe and explain the new possibilities they have developed as the result
of self-initiated projects and learning experiences.
 Describe how their own values and actions mirror the qualities and values
of a Paulinian.
 Offer support, constructive feedback, and praise for the sincere efforts of
others.

COMMISSION (COMPETENT) – The Paulinian has a mission – a LIFE PURPOSE to

spread the Good News. Like Christ, he/she actively
works “to save” this world, to make it a better place to
live in.
The BEU graduates are Conscientious, Adept PERFORMERS AND ACHIEVERS,
who:
 Devote focus time to developing competencies required for sound
achievement in a chosen field and skilled implementation in life’s diverse
basics.
  Cultivate specialized knowledge and skills in at least one area of their lives
that they apply in a variety of situations with facility and ease.
 Remain focused on fully completing projects in a timely manner.
 Set realistic improvement goals for themselves that require persistence and
involve continual monitoring by others to validate what has been achieved.
 Openly demonstrate their basic and advanced skills to potential employers
and improve them according to the feedback received.
COMMUNITY (COLLABORATIVE) – The Paulinian is a RESPONSIBLE FAMILY
MEMBER and CITIZEN, concerned with building communities, promotion of peoples,
justice and peace, and the protection of the environment.
The BEU graduates are credible, Responsive, COMMUNICATORS AND TEAM
PLAYERS, who:
 Take time before speaking or writing to assess the accuracy and clarity of
what they are about to share, its tone, how it is likely to be received and
interpreted.
 Consistently revise intended communications to be clearer, more accurate
and better understood.
 Acknowledge suggestions made by others and respond honestly and
constructively to them regarding their likely consequences.
 Agree to join in group endeavors that bring benefit to all and foster the
greater good.
 Willingly share responsibilities and participate actively to foster group
collegiality, cohesion, and effectiveness.
 Anticipate where extra assistance or support in team activity may be needed,
and spontaneously offer it to bolster team results.
CHARISM (CREATIVE) – The Paulinian develops his/her GIFT/TALENTS to be put in
the service of the community, he/she strives to grow and improve daily, always seeking the
better and finer things and the Final Good.
The BEU graduates are Creative, Resourceful, EXPLORERS AND PROBLEM
SOLVERS, who:
 Independently seek out issues, possibilities, and sources of related
information for further investigation and development.
 Search beyond readily available sources of information, resources, and
standard techniques to create workable solutions to existing problems.
 Routinely select issues or problems facing their communities and formulate
new ways they can be understood, addressed, and resolved.
 Experiment with combinations of ideas, data, materials, and possibilities to
derive and test potential solutions to existing problems.
 Use ideas and resources in unconventional ways to plan and design works of
artistic appeal to others
CHARITY (COMPASSIONATE) – urged on by the LOVE OF CHRIST, the
Paulinian is warm, loving, hospitable and “all to all”, especially to the underprivileged.
The BEU graduates are Committed, ADVOCATES FOR PEACE AND UNIVERSAL
WELL-BEING, who:
 Initiate and sustain efforts that draw attention to environmental issues and
propose workable measures to reduce and eventually eliminate it.
 Persist in the face of open resistance to their efforts to teach peace, reduce
violence, and redress the harm being levied against others.
 Join others in operating local projects that tangibly protect and preserve the
environment and all life forms.
 Call attention to the causes and consequences of poverty, and marshal others
to assist those in ill-health and physical need.
Contribute their time, heartfelt attention, and resources in directly assisting those
who live in little hope of improving their lives

Anchored on the 21st century learning skills, the Curricula of Studies for the different programs
are designed based on the four core concepts/statements adopted by the University for its
General Learning Framework, namely: HUMAN PERSON, COMMUNICATION RESEARCH
AND CLIMATE CHANGE.
 MOST ESSENTIAL LEARNING COMPETENCIES
GRADE 11 – MIL

QUARTER CONTENT PERFORMANCE LEARNING

STANDARD STANDARD COMPETENCIES
Third Quarter The learner The learner organizes a -Describe how
demonstrates creative and interactive communication is
understanding of symposium for the influenced by media
media and information community focusing on and information
literacy (MIL) and MIL being a media and -Identify the similarities
related concepts. information literate and differences
individual. between and among
media literacy,
information literacy,
and technology literacy
-Discuss responsible
use of media and
information
-Explain how the
evolution of media
from traditional to new
media shaped the
values and norms of
people and society
-Compare and contrast
how one particular
issue or news is
presented through the
different types of
media (print,
broadcast, online)
-Contrast indigenous
media to the more
common sources of
information such as
library, internet, etc.
-Present an issue in
varied ways to
disseminate
information using the
codes, convention, and
language of media
-Cite practical situation
when to apply
knowledge in
intellectual property,
copy right, and fair use
 guidelines
-Create a campaign add
to combat digital
divide, addiction, and
bullying

St. Paul University Philippines

 Tuguegarao City, Cagayan 3500

BASIC EDUCATION UNIT

PAASCU LEVEL III ACCREDITED
ISO CERTIFIED

DYNAMIC LEARNING PLAN

MIL
LEARNING PLAN 5: MEDIA AND INFORMATION SOURCES

INTRODUCTION

Media and other information providers play a central role in information and communication
processes. Nowadays, media become the common outlet of selfexpression and creativity. Its
huge influence spreads speedily across the globe. The connection between technological
advances and people’s connectivity created a huge impact on the lives of today’s generation.
This module covers all the above-mentioned concepts.

OBJECTIVES:

This learning plan is designed for you to:

a. differentiate indigenous media from other sources of information;
b. recognize distinct use of the different information sources; and
c. give the importance of indigenous media and information through spider design.

Becoming an Information Literate individual includes understanding the different media types.
There are three types of media, Print, Broadcast and New or Digital media.

Examples of Types of Media:

 PRINT BROADCAST NEW MEDIA
Books Television Social Media
Magazines Radio Youtube
Newspapers Film Cellphone
Brochures TV Series IwantApp

To contrast indigenous media to other common sources of information, let’s take a look to
information below.
INFORMATION SOURCES
Traditional knowledge are reflection of one’s culture. These information serve as a foundation of
communication and survival among our ancestors way back then. Hence, the term Indigenous
was associated. Indigenous refers to native; local; originating or produced naturally in a
particular region. Knowledge that is unique to a given culture or society refers to Indigenous
knowledge (IK). IK contrasts with the international knowledge system generated by universities,
research institutions and private firms. (Warren 1991). Indigenous communication refers to
transmission of information through local channels or forms. It is a means by which culture is
preserved, handed down, and adapted. Indigenous media and information refer to the original
information created by a local group of people. This also refers to content about indigenous
peoples that may be distributed through dominant forms of media or through forms of
communication unique to their people group. The following are the importance of indigenous
media and information.
• Indigenous media and information are highly credible because they are near the source and are
seldom circulated for profit.
• Indigenous media are channels for change, education, and development because of its direct
access to local channels.
IK has its own characteristics making it easy to distinguish among other sources such as: oral
tradition of communication, store information in memories, information exchange is face-to-
face, and information are contain within the border of the community.

In addition, other sources of information such as library and internet are also widely known.
Library is a place set apart to contain books, periodicals, and other material for reading, viewing,
listening, study of reference, set of rooms, or building where books may be read or borrowed. As
to its characteristics, libraries are known their reliability, accuracy and value - Libraries of
published books are often considered highly reliable, accurate, and valuable. Books and
documents from dominant sources are often peer reviewed. ISSN or ISBN registration ensures
that standards were followed in producing these materials.
Library is divided into different sections with their own functions. Periodical, Archive,
Reference, Circulation, Filipiniana, Internet section, etc. are some of the sections in the library.
Kalinga State University published an article titled “Library Sections” that discusses the
following.
Library Sections
A. Circulation Section
This section houses and circulates the major library collection covering the different areas of
discipline. This section adopts the “open shelf” system, where users can go directly to the shelf
and choose the books they would like to browse or use. All books in this section may be
borrowed for overnight use.
B. Filipiniana Section
The Filipiniana Collection consists of publications about the Philippines, in all its aspects—
cultural, political, social, religious, economic, and others regardless of author and imprints. The
collection covers a range of reading materials designed to meet the instructional and research
needs of library users.
C. Reserve Section
This section houses books, which are in demand and limited in copies. Also, in process books
and newly acquired books. It adopts the “close shelf system”. Users are not allowed to enter this
section; they seek the assistance of the library staff or library assistants. Books in this section are
for room use only and may be borrowed for one hour; a borrower may extend its use provided
there is no prior request for the book. If not returned on time, the borrower will be fined one (1)
peso per hour.
D. Reference Section
This section houses a collection of extensive general reference materials, which are intended to
be consulted for a particular question or query, rather than read thoroughly.
Collections:
Dictionaries gives information about words, spelling,
pronunciation, derivation, usage, meaning,
syllabication, current status, synonyms and
antonyms, historical information etc.
Encyclopedias provide background information in all fields
of knowledge.
Geographical Sources are described as tools to provide information
about geography, like the atlases, maps,
gazetteers, and guidebooks.
Yearbooks and Almanacs are annual compendium of dates and statistics
of a given year, while almanacs are annual
publication of statistics and other information
of the previous years.
Handbooks are handy reference sources that provide
 miscellaneous information such as addresses,
telephone numbers, etc.
Other Reference Sources contain books covering all major field
divisions that are reference in nature for
consultation and information purposes, rather
than for circulation. the “open shelf system”
is practiced in this section. Books are for
room use only.
E. Periodical Section
This section houses journals, magazines, newspapers, and other serial literature. Bound
periodicals are cataloged according to DDC scheme; professional journals are grouped together
according to subject. Lists of topics of each journal are made available in lieu of indexing and
abstracting.
Collections in this section are for room use only; bound periodicals maybe borrowed for
overnight. Current issues are displayed on the display shelves.
F. Archive Section
This section houses materials which depict the history of the university and researches made by
faculty and staff. Also, accreditation documents of the University Library.
G. Internet Section
This section enables students to have access information through the internet.
H. AVR Section
This section provides an audio-visual support service to facilitate the teaching and learning
activities of the university through non-print collections.
I. E-Library Section
This section enables students to have access to e-resources from authorized databases which the
university has subscribed. STARBOOKS and TEC4 ED resources are also available here. It is
located at the Ground Floor, shared to other Campus Libraries through the KSU website and
Library Webpage.
J. Law & Graduate Studies Library
This section houses the Law and Graduate Studies collection which specifically cater to the Law
and GS students. It is located at the ground floor of the Main Library Building.
K. Special Collections:
a. Kalinga Indigenous Culture and Knowledge Resource Center & Cordillera Collection
This collection comprised of materials pertaining to customs and traditions of the Kalinga
people, Cordillera literature and about indigenous peoples.
b. Gender and Development Collection Corner This collection comprised of materials on women
and children. It is located at the Graduate Studies & Law Library.
c. Knowledge Resource Network-BSP Corner This collection comprised of materials pertaining
to fundamental economic concepts and issues affecting the economic development of the
Philippines. It is located at the Graduate Studies & Law Library.
L. Technical Section
This section is where the processing and maintenance activities of a library's collection are being
done; it involves the following processes:
1. Identification: locating potentially worthwhile items to add to the collection
2. Selection: deciding which of the identified items to add to the collection
3. Acquisitions: securing the items for the collection
4. Organization: indexing and cataloging the items acquired in a manner that will aid the end-
user in locating materials in the collection
5. Preparation: labeling, binding, repairing, conservation, and otherwise making items ready for
(and maintained during) storage in a manner that allows for easy retrieval and maintenance of
what is in a collection.
Technical Services may also include: maintenance of online catalogs, creation and maintenance
of MARC records in the catalog, labeling, covering, security processing, and/or distribution of
materials, maintaining a library's technology resources, such as servers, OPACs, circulation,
scanners, security gates and other devices. This section is located at the Office of the Director for
Library Services.

On the other hand, Internet is a vast computer network linking smaller computer networks
worldwide. It includes commercial,educational, governmental, and other networks, all of which
use the same set of communications protocols. As to its characteristics, Internet information pays
attention to reliability, accuracy, value, timeliness, and authority of the source - Information
found on the Internet may be quite varied in form and content. Thus, it is more difficult to
determine its reliability and accuracy. Accessing information on the Internet is easy, but requires
more discipline to check and validate. Factual and fictitious data are often merged together.
Sources always have to be validated.
To verify information taken from the different sources, take into consideration the following:
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 or page
 Check the site design and the writing style

Skills in determining accurate information:

Look for facts
Cross-reference with other sources to check for consistency
Determine the reason for writing and publishing the information
Check for advertising

FORMATIVE ASSESSMENT

ACTIVITY 1: Directions: Read and answer each questions concisely. Write your answer in the
space provided.

1. What are the different types of media that can be used as a source of information?

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2. What are the advantages and disadvantages of the different types of media as sources of
information?

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3. How can you evaluate or measure information quality?
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ACTIVITY 2: Directions: Write an essay on the topic “How do people find information that
matches my needs?” and “How do I choose from the wide variety of Information made available
by different sources?”

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Rubric For Essay
Category Excellent Very Good Good Needs
Improvement
(5) (4) (3) (2)
Focus & Details There is one There is one There is one The topic and
clear, well clear, well topic. Main main ideas are
focused topic. focused topic. ideas are not clear.
Main ideas are Main ideas are somewhat clear
clear and are clear but are not
well supported well supported
by detailed and by detailed
accurate information.
information.
Organization The introduction The introduction The introduction There is no clear
is inviting, states states the main states the main introduction,
the main topic, topic and topic. A structure, or
and provides an provides an conclusion is conclusion.
overview of the overview of the included.
paper. paper. A
Information is conclusion is
relevant and included.
presented in a
logical order.
The conclusion
is strong.
Sentence All sentences are Most sentences Most sentences Sentences sound
Structure, well constructed are well are well awkward, are
Grammar, and have varied constructed and constructed but distractingly
Mechanics, & structure and have varied they have similar repetitive, or are
Spelling length. The structure and structure and difficult to
author makes no length. The length. The understand. The
errors in author makes author makes author makes
grammar, few errors in several errors in numerous errors
mechanics, grammar, grammar, in grammar,
and/or spelling. mechanics, mechanics, mechanics,
and/or spelling, and/or and/or spelling
but they do not spelling,that that interfere
interfere with interfere with with
understanding. understanding. understanding

SUMMATIVE
Now that you’ve learned from the very start of the learning plan, let’s summarize the lesson by
answering the following questions. Write your answer in the spaces provided.
Activity #1. Directions: Which information sources (indigenous, library, internet) do you prefer
to use for the following topics? Give a brief explanation.
1. COVID updates
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2. Updates on the K to 12 Senior High School
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3. History of the Philippines (Cultures and Traditions)
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4. Typhoon Yolanda hits Philippines
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5. Review on iPhone 12 Plus
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Activity #2. Directions: Create a spider diagram showing the importance of indigenous media
and information to the community.
Example:

Indigenous media information

A media source is any resource that serves as a means of

communicating to a general, public audience. These sources are
important because the medium in which we receive a message
shapes the message.
 VALUES
INTEGRATION

CHARITY (COMPASSIONATE)

I am a compassionate, committed advocate for peace and

universal well – being through charity for all.

INDEPENDENT LEARNING TASKS

LET’S REFLECT

Activity #1: Analyze the quote below then answer then answer the given question.

The library is an arena of possibility,

opening both a window into the soul and
a door onto the world.
Guide question: Do you agree with the message? Why or why not?
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Activity # 2: Reflect on the learning that you gained after taking this lesson by completing the
chart below.

I thought that…

What were your

misconceptions about the
topic prior to taking up
this lesson?

I learned that…

What new or additional

learning have you had
after taking up this lesson
in terms of skills, content
and attitude.
REFERENCE

Christine Marie Magpile. “Media and Information Literacy”. The Inteligente

Publishings (2016).

Ferdinand B. Pitagan, et.al. “Media and Information Literacy”. (Commission on

Higher education, 2016).