11

Media and
Information Literacy
Quarter 1 – Module 1:
Introduction to Media and
Information Literacy
Media and Information Literacy – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 1: Introduction to Media and Information Literacy
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Gevilyn P. Montemayor
Editors: Dr. Cynthia B. Tablang Benedicta B. Santos
Reviewers: Dr. Orlando I. Guerrero Dr. Robert V. Flores Rojel B. Teodoro
Illustrator:
Layout Artist: Jestoni H. Amores
Management Team: Dr. Ronald B. Radoc
Dr. Orlando I. Guerrero
Dr. Rosario O Cabrera
Dr. Lorna G. Bugayong

Printed in the Philippines by Schools Division of Alaminos City

Department of Education – Region I

Office Address: Flores St. Catbangen, San Fernado City, La Union

Telefax: (072)682-2324; (072) 607-8137; 607-8136(f); 607-8133
E-mail Address: region1@deped.gov.ph
 11

Media and
Information
Literacy
Quarter 1 – Module 1:
Introduction to Media and
Information Literacy
Introductory Message
For the facilitator:

Welcome to the Media and Information Literacy Alternative Delivery Mode (ADM)
Module on Introduction to Media and Information Literacy!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Media and Information Literacy Alternative Delivery Mode (ADM)
Module on Introduction to Media and Information Literacy!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to
process what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or

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 skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the Introduction to Media and Information Literacy. The scope of this
module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course. But the order in which you read
them can be changed to correspond with the textbook you are now using.

The module is divided into five sub-topics, namely:

 1: Communication
 2: How is communication affected by media and information?
 3: Media and Information Literacy (MIL)
 4: Similarities and Differences of Media Literacy, Information Literacy, and
Technology Literacy
 5: Characteristics of a Media and Information Literate Individual
Most Essential Learning Competency (MELC)
 Describe how communication is influenced by media and information
 Identify the similarities and differences between and among media literacy,
information literacy, and technology literacy
 Discuss responsible use of media and information

After going through this module, you are expected to:

1. define communication and media

2. identify and explain the two basic types of communication
3. describe how media and information affect communication
4. analyze the message of information presented in different media
5. define and explain Media and Information Literacy
6. differentiate Media Literacy, Information Literacy, and Technology Literacy
7. discuss and evaluate the characteristics of a responsible user and competent
producer of media and information

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 What I Know

As a preliminary, answer the questions below in order to measure your

readiness in studying this lesson. This will help you determine the content of this
module.

Activity 1: Pre-Test
Directions: Read each item carefully and then WRITE the letter that corresponds
to the best answer in a separate sheet of paper.

1. It is the act or process of using words, sounds, signs, or behaviors to express or

exchange information or to express your ideas, thoughts and feelings to
someone else.
A. Media
B. Information
C. Technology
D. Communication
2. It refers to the listener, reader, and viewer of the message.
A. Media
B. Source
C. Receiver
D. Message
3. It refers to tools used by the source to disseminate information to the receivers.
A. Literacy
B. Media
C. Information
BD. Technology
4. The type communication which happens through word of mouth and spoken
words is called__________?
A. oral communication
B. verbal communication
C. written communication
D. non-verbal communication

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5. Which of the following is an example of non-verbal communication?
A. news article
B. editorial cartoon
C. the way we dress
D. post on social media
6. The communicator or sender or source of message.
A. Media Analysis
B. Effect Analysis
C. Control Analysis
D. Content Analysis
7. The feedback of the receiver to the sender.
A. Media Analysis
B. Effect Analysis
C. Control Analysis
D. Content Analysis
8. The physical objects used to communicate with, or the mass communication
through physical objects.
A. Media
B. Message
C. Information
D. Technology
9. Which of the following is NOT an example of media?
A. Radio
B. Television
C. Newspaper
D. Google Chrome
10.If a person is_____________, he can identify the provided data or information and
understand its meaning.
A. literate
B. genius
C. thinking
D. understand

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11.It is a data, knowledge derived from study, experience, instruction, signals or
symbols?
A. Media
B. Literacy
C. Literate
D. Information
12.The ability to read, analyze, evaluate and produce communication in a variety of
media forms.
A. Media
B. Media Literacy
C. Information
D. Information Literacy
13.The ability to use digital technology, communication tools or networks to locate,
evaluate, use, and create information.
A. Literacy
B. Technology
C. Information Literacy
D. Technology Literacy
14.It refers to the essential competencies (knowledge, skills and attitude) that allow
citizens to engage with media and other information providers effectively and
develop critical thinking and life-long learning skills for socializing and
becoming active citizens.
A. Media Literacy
B. Technology Literacy
C. Information Literacy
D. Media and Information Literacy
15.The ability to recognize when information is needed and to locate, evaluate,
effectively use and communicate information in its various formats.
A. Media Literacy
B. Technology Literacy
C. Information Literacy
D. Communication Literacy

How was the pretest? Was it easy? Difficult? For you to be able to get a
perfect score continue taking this module.

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Lesson
Introduction to Media and
1 Information Literacy

“The PC has improved the world in just about every are you can think of.
Amazing developments in communications, collaboration and efficiencies. New kinds
of entertainment and social media. Access to information and the ability to give a
voice people who would never have been heard.” – Bill Gates

In this lesson, you will learn how conveying information evolved from writing
it down using pen and paper to uploading photos and videos online. You will also
understand why media and information literacy skills are important to achieve
effective communication and learning.

What’s In

Activity 2. Your Thoughts!

Directions: Answer the questions below based on the information learned or read
from other sources. Write your answers briefly but clearly in a separate sheet of
paper.

1. How do media affect the way people communicate ideas?

2. What forms of media can we use to access information?
3. How can a student like you become a media and information literate
individual?
4. Why should people involved in the production of different forms of media
need to be accountable for their actions?

After answering the questions above, you have an idea now what would be
our lesson is all about? Let us now proceed to the next page of this module to
deepen your understanding about the lesson.

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 What’s New

Activity 3: Picture Analysis

Directions: Analyze the picture then answer the questions below. Write your
answer in a separate sheet of paper.

Photo Credit: http://www.ovrdrv.com/10-levels-of-intimacy-in-todays-communication/

Process Questions:

1. What is the message in this illustration?

2. Do you agree with this illustration regarding communication? Why or why

not?

3. Which way of communication do you prefer? Why?

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 What is It

Every day we encounter words, images, and sounds passing through various
channels. They circulate around us and we cannot escape or turn our senses away
from them. Too often, we get absorbed in the messages they and unconsciously
allow it to shape our ways of thinking or even influence the decisions we make. We
seldom ask ourselves what do they mean, what they bring to our lives. And what
consequences and implications do they pose for our community and society.

TOPIC 1: COMMUNICATION
Every communication involves (at least) one sender, a message and a
recipient. This may sound simple, but communication is actually a very complex
subject.

The transmission of the message from sender to recipient can be affected by

a huge range of things. These include our emotions, the cultural situation, the
medium used to communicate, and even our location. The complexity is why good
communication skills are considered so desirable by employers around the world:
accurate, effective and unambiguous communication is actually extremely hard.

Communication is the act or process of using words, sounds, signs, or

behaviors to express or exchange information or to express your ideas, thoughts,
feelings, etc., to someone else (http://www.merriam-webster.com).

Also, communication is the exchange of information and the expression of

feeling that can result in understanding (http://dictionary.cambridge.org).

Two basic types of communications:

1. Verbal Communication
The communication happens through verbally, vocally or through
written words which express or convey the message to other is called verbal
communication.
Two types of verbal communication
a. Oral
A communication which happens through word of mouth,
spoken words, conversations and also any messages or information
are shared or exchanged between one another through speech or word
of mouth is called oral communication.
Examples: face to face, public speech, news reading, television,
radio, telephone and other media like mobile conversation.

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 b. Written
A communication happens through any word written or often
written sign which refers the languages uses in any medium is called
written communication.

Examples: Simply any hand written, typed, newspaper, printed

word documents, letters, e-mails, social media, books, magazines, the
Internet and books.

Until recent times, a relatively small number of writers and

publishers were very powerful when it came to communicating the
written word. Today, we can all write and publish our ideas online,
which has led to an explosion of information and communication
possibilities.

2. Non-Verbal Communication
Any communication without word of mouth, spoken words,
conversation and written languages are called Non-Verbal Communication.
Examples: signs, symbols, colors, gestures, body language or any
facial expressions, how we dress or act, where we stand, and even our
scent are known as nonverbal communication. Traffic signals are also one of
the best examples for nonverbal communication.
There are many subtle ways that we communicate (perhaps even
unintentionally) with others. For example, the tone of voice can give clues to
mood or emotional state, whilst hand signals or gestures can add to a
spoken message.

Process of Communication

Lasswell’s communication model was developed by communication theorist

Harold D. Lasswell (1902-1978) in 1948. Lasswell’s model of communication (also
known as action model or linear model or one-way model of communication) is
regarded as one the most influential communication models.

Lasswell’s Communication Model (1948)

Lasswell’s communication model has five components which is used

as an analysis tool for evaluating the communication process and
components. The components are the questions to be asked to get the
answers and keep communication going.

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 Components Meaning Analysis
Who the communicator or Control Analysis
sender or source of
message
Says What the content of the message Content Analysis
In Which Channel the medium or media Media Analysis
To Whom the receiver of the message Audience Analysis
or an audience
With What Effect the feedback of the receiver Effect Analysis
to the sender

Explanation of Lasswell’s Communication Model

Though Lasswell’s model was developed to analyze mass
communication, this model is used for interpersonal communication or
group communication to be disseminated message to various groups in
various situations.
Lasswell’s model was developed to study the media propaganda of
countries and businesses at that time. Only rich people used to have
communication mediums such as televisions and radios back them. It was
made to show the mass media culture.

Lasswell also brought the concept of Effective Communication Process.

He talked about the relation between presentation of facts and how it
generates different effects. The use of the concept of effect makes Lasswell’s
model non-linear unlike it’s name. It’s because effect can also be taken as
feedback.
Though, generally, the component of effect was made to be more
about outcome of the message, the model is applied in different medias and
fields despite being developed specifically for mass communication.

Example:
Imagine a large perfume chain that wants to reach a younger
audience aged between 15 and 25 years old. Up until now, their customer
base has been women between 25 and approximately 55 years old. Research
has shown that especially young girls and women are also interested in
make-up and perfume, but that they prefer not to visit shops, but rather
prefer to look for products online.
For the perfume chain, this is a new challenge that Lasswell’s
communication model can help them with. The five components of the
Laswell Communication Model are used and each corresponding question is

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 answered. In doing so, advice is formed and can be used to develop the
campaign:

1. Who is The perfume chain themselves. They want to present

communicati themselves as a modern company that also offers
ng? products online.

2. What needs The perfume chain has opened an online shop and is
to be now active on social media. The online shop offers a
communicate wide range of make-up and perfumes from well-known
d? brands and orders are delivered within 24 hours. The
language use will be hip and short and in the 2nd
person singular (you), to make a connection and make
the young target group feel involved.
3. Which Other than large billboards advertising the opening of
channel is the online shop, there will also be investment in
going to be Facebook advertising as well as other social media,
used? such as Twitter and Instagram.
4. Who is the These are girls and women between 15 and 25 years old
message who don’t go to perfume shops, but often order things
intended for? online.
5. What effect The goal is for the target group to subscribe to the
does the newsletter via Facebook or the website, so they will
campaign receive weekly offers and more quickly decide to order
need to via the Internet.
have?

Lasswell Communication Model = Mass communication

The Lasswell Communication Model was primarily deigned to analyze mass

communication. However, it is also applied to interpersonal and group
communication; as is also clear from the previous example.

When Lasswell developed the model in 1948, it was meant to study media
propaganda from countries and businesses. In that time, only the rich could use
mass media like television and radio.

Newspapers were not read by everyone, simply because subscriptions were

too expensive. It was from this perspective that Lasswell came up with the concept
of effective mass communication; the relationship between the presentation of the
message and how this generates different effects. The effect of a message can also
be seen as feedback.

Despite the fact that the model was specifically designed for mass
communication, it can nowadays also be applied to different media and new fields,
such as the Internet, social media and campaigning.

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Process Questions:
1. Why is communication a process?
2. What are the important elements of communication?
3. How can we achieve an effective communication with other people?
4. Do you think the Lasswell Communication Model applicable in your daily
work?
5. What are tips for improving your communication skills?

What have you learned about communication after studying Lasswell’s

Communication Model?

Activity 4: News and Visuals

Directions: Read the news article below then answer the following questions. Write
your answer in a separate sheet of paper.

CNN NEWS – A water leak from Japan’s tsunami-crippled nuclear power station
resulted in about 100 times the permitted level of radioactive material flowing into
the sea, operator Tokyo Electric Power Co said on Saturday.

1. Who
2. What
3. Channel
4. Whom
5. Effect

TOPIC 2: HOW IS COMMUNICATION AFFECTED BY MEDIA AND

INFORMATION?

Process Questions:

1. How do you use Facebook as a tool or medium for communication?

2. How did Facebook affect or change the way we communicate with other
people?

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3. How did Facebook affect the quantity and quality of information available to
people? Is it a good thing or bad thing?

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 In the 1970s up to the early 1990s, communicating with family members or
friends who are in the province or overseas was difficult as the modes of
communication were inadequate. For example, although making a phone call
overseas was already possible, the charge for a long-distance call is expensive.
Sending a telegram or mail ids more affordable. Unfortunately, it takes weeks
before it reaches the recipient. Thus, if the message is very urgent, like requesting
the other party to go home or send money immediately, communication is
hampered due to the delay in receiving the message.

In the past, people either and letters or visit a person so they can talk face-
to0face. Nowadays, we can send messages and converse regardless of distance in
just a matter of seconds via e-mail or instant messaging system. If you want to
send the information right way, you can just use your cell phone and text the
person you need to talk to. One does not need to travel by boat or plane to see or
talk to a loved one. There are also special apps (applications), where people can see
each other in real or actual time while chatting using video conference.

With the many forms of social media available, such as Facebook and
Twitter, people from all over the world can share information and communicate
without any barrier. This is how the modes of communication greatly improved and
continuously created more varied media platforms.

Although the content of a message may be the same, there is difference

when the message is conveyed conventionally. When we talk to a person face-to-
face, we are able to sense the urgency of the impact of the message because we can
feel the emption on hand. For example, the family of a departed may appreciate it
more if their love ones impart their condolences in person. Although words of
empathy and love can be conveyed vividly and creativity through an e-mail, chat
and post on social media, it cannot match the warmth and genuine care that can
be expressed personally.

Sending communication through modern forms of media is relatively fast

and reliable. But how does it influence a person?

Let us take this example. When a person is angry at someone in the actual
world, he can express his feelings right away by shouting at the other person. On
the other hand, posting resentments on social media, maybe casually ignored by
others unless the user specifically dedicates his status to someone or types the
letters in red or in all capital letters. Moreover, if negative feelings or thoughts have
been posted online, it may upset someone else and more people may get involved.
Thus, instead of simply resolving the conflict among the concerned parties only, the
situation may get out of hand.

Technology and various forms of media can create both positive and negative
impact on communication and human interaction. Therefore, we should effectively
use our media and information literacy skills as tools of communication and
learning.

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Activity 5: The Low-Tech Future

Directions: Read the statement carefully then answer the questions that follow.
Write your answer in a separate sheet of paper.

You are living in the 21st Century, where people are dependent on
technology. Imagine waking up one day to find no Internet, libraries, and cell
phones. Newspapers, magazines, radio stations and TV channels have also
disappeared.
1. How would you be informed of anything now?
2. What ways would you have to communicate with one another?
3. How would you share information and communicate news and events?
4. What would happen with the decisions you usually make?
5. How would it affect the way you live?
6. What would you personally miss most in such a situation?
7. What would society lose in this situation?

Rubric:

Criteria 5 4 3 2
Content Answer is Answer is Content relates Content
appropriate to the appropriate to the peripherally to unrelated to
question. Content question. Content the question; question.
is factually may have one or contains
correct. two factual significant
errors. factual errors.
Organization Clear sense of May lack a order of Logic of Lacks clear
order. Supporting sentence, but argument is organizational
points are points are minimally plan. Reader is
presented in a presented in a perceivable. confused.
logical logical progression.
progression.
Development Develops each Each point Lacking details Statements are
point with may supported with or evidence. unsupported
specific details. some details and Question only by any detail or
Answers question evidence. partially explanation.
completely. answered.

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TOPIC 3: MEDIA AND INFORMATION LITERACY
The essential skills and competencies that allow individuals to engage with
media and other information providers effectively, as well as develop critical
thinking and life-long learning skills to socialize and become active citizens.

MIL aims to enable individuals to think critically about the media and the
information they consume by engaging in a process of inquiry. The aim, according
to UNESCO’s definition of media and information literacy, is to allow individuals to
become engaged citizens and responsible decision-makers. By evaluating the
source, the context, the message and the medium within which it is received,
considering its representations and its intended audience, as well as the
institutional context from which the message emerges, MIL invites individuals to
evaluate media at a critical distance.

Developing competencies towards media and information, is especially

relevant within the contemporary media landscape. The blurring of the lines
between producers and consumers has challenged what we consider media
messages and made information access universal: a news headline, a video, a
meme or a social media post or comment vie for our attention on social media
platforms. Nowadays, anyone can create an official-looking website or social media
account at very little cost. In fact, misinformation has often stemmed from
seemingly legitimate websites and this makes it very difficult to flag false or
misleading information using conventional methods, such as checklists, with
questions that prompt evaluation of sites for currency, relevance, accuracy,
authority and purpose. When it comes to evaluating news online, whether it’s from
reputable sources or not, determining who and what to trust requires critical
reflection.

Empowerment of people through Media and Information Literacy (MIL) is an

important prerequisite for fostering equitable access to information and knowledge
and promoting free, independent and pluralistic media and information systems.

Media and Information Literacy recognizes the primary role of information

and media in our everyday lives. It lies at the core of freedom of expression and
information - since it empowers citizens to understand the functions of media and
other information providers, to critically evaluate their content, and to make
informed decisions as users and producer of information and media content.
(unesco.org)

SIX KEY CONCEPTS IN MEDIA ANALYSIS

1. All media messages are “constructed.”

2. Each medium has different characteristics, strengths, and a unique
“language” of construction.
3. Media messages are produced for particular purposes.
4. All media messages contain embedded values and points of view.
5. People use their individual skills, beliefs and experiences to construct their
own meanings from media messages.

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 6. Media and media messages can influence beliefs, attitudes, values,
behaviors, and the democratic process.

KEY QUESTIONS TO ASK WHEN ANALYZING MEDIA MESSAGES

AUDIENCE & AUTHORSHIP

AUTHORSHIP • Who made this message?

• Why was this made?
PURPOSE
• Who is the target audience (and how do you know)?
ECONOMICS • Who paid for this?
• Who might benefit from this message?
IMPACT • Who might be harmed by it?
• Why might this message matter to me?
• What kinds of actions might I take in response to this
RESPONSE
message?

MESSAGES & MEANINGS

• What is this about (and what makes you think that)?
• What ideas, values, information, and/or points of view
CONTENT are overt? Implied?
• What is left out of this message that might be
important to know?
• What techniques are used?
TECHNIQUES
• Why were those techniques used?
• How do they communicate the message?
• How might different people understand this message
differently?
INTERPRETATIONS
• What is my interpretation of this and what do I learn
about myself from my reaction or interpretation?

REPRESENTATIONS & REALITY

• When was this made?
CONTEXT
• Where or how was it shared with the public?
• Is this fact, opinion, or something else?
CREDIBILITY • How credible is this (and what makes you think that)?
• What are the sources of the information, ideas, or
assertions?

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Note: For the Activity 6&7, the students will only choose ANY of the two to answer.

Activity 6. Analyzing Media Message: FB Post

Directions: Analyze the FB post made by the ABS-CBN. Then answer the guide
questions in a separate sheet of paper. Please refer to the rubric as your guide.

https://www.facebook.com/abscbnNEWS/photos/a.84382255167/10158570809115168/?type=3&theater&ifg=1

Guide Questions:

1. Who made this message?

2. Who might be harmed by it?
3. Why might this message matter to me?
4. How might different people understand this message differently?
5. What is my interpretation of this and what do I learn about myself from my
reaction or interpretation?
6. When was this made?
7. Is this fact, opinion, or something else?
8. How credible is this (and what makes you think that)?

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Activity 7. Analyzing Media Message: TV Ad
Directions: Open the link below. After watching, answer the guide questions in a
separate sheet of paper. Please refer to the rubric as your guide.

JolliSavers Meals

By Jollibee Philippines

https://www.youtube.com/watch?v=0Wh-nrEkBD8

Guide Questions:

1. Who made the ad? On what purpose?

2. Who do you think is the target audience? Why?
3. What is this ad about?
4. What ideas, values, information, and/or points of view are overt? Implied?
5. What is left out in the ad that might be important to know?
6. What is your conclusion about this ad after answering questions no. 1- 5?

Rubric:

Criteria 5 4 3 2
Content Answer is Answer is Content relates Content
appropriate to the appropriate to the peripherally to unrelated to
question. Content question. Content the question; question.
is factually may have one or contains
correct. two factual significant
errors. factual errors.
Organization Clear sense of May lack a order of Logic of Lacks clear
order. Supporting sentence, but argument is organizational
points are points are minimally plan. Reader is
presented in a presented in a perceivable. confused.
logical logical progression.
progression.
Development Develops each Each point Lacking details Statements are
point with may supported with or evidence. unsupported
specific details. some details and Question only by any detail or
Answers question evidence. partially explanation.
completely. answered.

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TOPIC 4: SIMILARITIES AND DIFFERENCES OF MEDIA LITERACY,
INFORMATION LITERACY, AND TECHNOLOGY LITERACY
If a person is literate, he can identify the provided data or information and
understand its meaning.

What does literate mean? What do we expect from a person who is literate?

The word literate refers to a person who does not only read and write but
also understand and solve problems. Literate can also mean that a person is
knowledgeable or well versed about a specific subject, such as history and science.

TERMS TO UNDERSTAND

23
Point of Discussions
Media literacy and information literacy have always been linked, but the
greater accessibility of content via the Internet and mobile platforms has meant
that those literacies are increasingly intertwined. UNESCO considers information
literacy and media literacy together as Media and Information Literacy (MIL).
MIL includes Information and communication literacy and digital literacy.
MIL is defined as a set of competencies that empowers citizens to access, retrieve,
understand, evaluate and use, create, as well as share information and media
content in all formats, using various tools, in a critical, ethical and effective way, in
order to participate and engage in personal, professional and societal activities.

Activity 7: Look for It!

Directions: Pick out the words that found in the box that is related to the topic
being discussed. Find as many as you can. Write your answer on a separate sheet
of paper.

Activity 8. Think About It!

Directions: Formulate your own definition base from your learnings in this lesson.
Write your answer in a separate sheet of paper.

1. literate – ___________________________________________________________
2. literacy – ___________________________________________________________
3. information – ___________________________________________________________
4. technology – ___________________________________________________________

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 5. media – ___________________________________________________________

Activity 9: Triple Venn Diagram

Directions: Give the similarities and differences of the given words. Write your answer in
a separate sheet of paper. Refer to the rubric as your guide.

1.

2.

1 2
3
3.
4

4.

Areas of 5 4 3 2
Assessment
Quality of Writing Very Somewhat Gives some new Gives no new
informative and informative and information but information
well-organized organized poorly and very poorly
organized organized
Understanding Writing shows Writing shows a Writing shows Writing shows
strong clear adequate little
understanding understanding understanding understanding

TOPIC 5: CHARACTERISTICS OF A MEDIA AND INFORMATION

LITERATE INDIVIDUAL
Video Presentation
1. Responsible Use of Social Media THINK by Projonmo Agami
https://www.youtube.com/watch?v=qKxJA7bE-xw
2. Dos and Don'ts when using social networks by leadinginnovation
https://www.youtube.com/watch?v=hqezbib5qpQ
3. Oversharing: Think Before You Post by Common Sense Education
https://www.youtube.com/watch?v=wyjd73tUXig

Process Questions:
1. After watching the video, do you consider yourself as a media and
information literate individual? Why or why not?
2. How to become an information literate individual?

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 3. Why is being a media and information literate individual very important in
today’s digital and connected world?

Activity 10: Poster Analysis

Directions: Analyze the poster, then write your answer in a separate sheet of paper.
Refer to the rubric as your guide.
1. 2.

Guide Questions:

1. What are the messages of these posters?

Poster 1:
Poster 2:

2. Do you agree with the message of the posters? Why or why not?
Poster 1:
Poster 2:

Rubric:
Criteria 5 4 3 2
Content Answer is Answer is Content relates Content
appropriate to the appropriate to the peripherally to unrelated to
question. Content question. Content the question; question.
is factually may have one or contains
correct. two factual significant
errors. factual errors.
Organization Clear sense of May lack a order of Logic of Lacks clear
order. Supporting sentence, but argument is organizational
points are points are minimally plan. Reader is
presented in a presented in a perceivable. confused.
logical logical progression.
progression.
Development Develops each Each point Lacking details Statements are
point with may supported with or evidence. unsupported
specific details. some details and Question only by any detail or
Answers question evidence. partially explanation.
completely. answered.

26
 What’s More

To deepen your understanding about the lesson, work on some activities

below.

Activity 11: Fact Check!

Directions. Open the link https://news.abs-cbn.com/spotlight/02/14/19/fact-
check-no-this-is-not-a-photo-of-mar-roxas-drinking-from-a-plate then examine the
pictures below then answer the given questions. Write your answer in a separate
sheet of paper

1 2

1. Which photo do you think is the truth?

2. Did you believe these news items were true? How did you know they were
true/false?
3. Are all news and information on the Internet true? Why or why not?
4. Who gets to post news items online? Expound.
5. Based on the picture, how communication is influenced by media and
information?

27
Rubric:

Criteria 5 4 3 2
Content Answer is Answer is Content relates Content unrelated to
appropriate to the appropriate to peripherally to question.
question. Content the question. the question;
is factually Content may contains
correct. have one or two significant
factual errors. factual errors.
Organization Clear sense of May lack a Logic of Lacks clear
order. Begins thesis sentence, argument is organizational plan.
with a thesis or but points are minimally Reader is confused.
topic sentence. presented in a perceivable.
Supporting points logical Points presented
are presented in a progression. in a seemingly
logical random fashion,
progression. but all support
Development Develops each Each point Sparse details or Statements are
point with may supported with evidence. unsupported by any
specific details. some details Question only detail or explanation.
Answers question and evidence. partially Repetitious, incoherent,
All important
completely. answered. illogical development
points included.

28
Activity 12: Write It Up!
Directions: Use the information you have learned from the lesson in real life. Use
the table below as your guide. Write your answer in a separate sheet of paper.

Goal Write an editorial showing how social media can influence

student’s learning and promote positive change.
Role You are the editor-in-chief of your school paper.
Performance Write an editorial about the influence of social media to today’s
education situation. The essay should have an appropriate title. It
should consist of at least three paragraphs. Each paragraph
should have at least three sentences.
Standards The editorial piece will be assessed based on the criteria and
rubrics.

Rubric:
Criteria 5 – Expert 4 – Advanced 3 – Intermediate 2 – Beginner
Content and The article is well The article is The article shows The article needs
Quality of written interesting to read some potentials improvement
Information
and Idea The article is highly The article is The article gives The articles shows
informative and relevant and some new very little or no
relevant provides sufficient information and is new information,
information relevant to some and expresses
extent. little or no
relevance.
The information The information The information and The information
and ideas and ideas ideas presented and ideas
presented in the presented in the show some potential presented in the
article are article sound good but lack clarity and article need
appropriate, and interesting organization improvement.
interesting, and
well organized
Writing Style There are no errors There are few There are a number There are
(Grammar in spelling, errors in spelling, of errors in spelling, numerous errors
Usage and punctuation, and punctuation, and punctuation, in spelling,
Mechanics grammar grammar punctuation,
and Creativity)

29
Activity 13. Essay Writing.

Directions:
1. Write an essay about the value of being a media and information literate
individual.
2. Your essay must have a title, an introduction, a body paragraph (1 main
argument with 2 examples), and a conclusion.
3. Not less than 12 sentences
4. Refer to the rubric for criteria and grading.
5. Write your answer in a separate sheet of paper.

Rubric:
Criteria 5 - Very Good 4 - Good 3 - Poor 2 - Needs
Improvement
Title/Introduction Well-developed Introductory Introduction does Introduction
Background/ introductory paragraph not adequately was not
Define the paragraph contains contains explain the presented.
Problem detailed background background background of the
information, a clear information and problem. The
explanation or states the problem, problem is stated,
definition of the but does not but lacks detail.
problem. explain using
details.

BODY Argument is well Argument was Argument was Argument was

PARAGRAPHS developed with two presented with one presented but not presented.
Main Argument supporting facts/ supporting fact/ does not have any
examples. example. example.
CONCLUSION Conclusion was Conclusion was Conclusion was Conclusion was
presented. Opinions presented. presented but no not presented.
and suggestions for Opinions and suggestions for
change are logical suggestions for change and/or
and well thought out. change are evident. opinions are

30
 included.

What I Have Learned

Congratulations! Your almost done with this module. Now, let’s summarize
what you have learned from the lesson and activities by filling in the correct words
that is missing. Write your answer in a separate sheet of paper.

Activity 14. Information Bits

1. _________________ is the act or process of using words, sounds, signs, or
behaviors to express or exchange information or to express your ideas,
thoughts and feelings.
2. A _________________ person has the ability to read and write. Make full use of
your reading and writing skills by discovering things essential for your
learning.
3. _________________ refers to the ability of a person to access, analyze, evaluate,
and create media.
4. _________________ is the proficient use of digital technology and
communication tools and applying it effectively to any form of media.
5. _________________ aims to enable individuals to think critically about the
media and the information they consume by engaging in a process of inquiry
(UNESCO).

31
 What I Can Do

Activity 15. Draw It On!

Directions: Perform the task by applying what you have learned from the lesson.
Write your answer in a separate sheet of paper.
Goal Design a poster illustrating the significance of media and
information literacy skills.
Role You are a renowned young visual artist.
Performance Make a poster which emphasizes the importance of media and
information literacy to an individual. The poster should be drawn
on the space provided below (you can also use the back of this
page). Maybe designed with indigenous and recycled materials, or
cutouts and illustrations. Assign an appropriate title to your work.
Standards The poster will be assessed based on the criteria and rubrics for
poster making.

Rubric:
Criteria 5 – Expert 4 – Advanced 3 – Intermediate 2 – Beginner
Content and The poster is very The poster is The poster shows The poster needs
Quality of catchy, highly informative and some potential. improvement
Information informative, and interesting
and Idea artistically done
The information The information The information The information
and ideas are well and ideas are and ideas lack and ideas lack
organized. organized. organization coherence and
organization.
Presentation The graphics and The graphics and The graphics and The graphics and
and Layout text are arranged text are arranged text are arranged text are arranged
very neatly and neatly and somewhat look untidy and
appropriately. appropriately. haphazardly. disorganized.
The design and the The design and The design and the The design and the
layout are very the layout show layout show layout show very
creative and creativity, limited creativity, limited creativity,
attractive. They ingenuity, ingenuity, ingenuity,
show relevance, resourcefulness, resourcefulness, resourcefulness,
resourcefulness, and artistry. and artistry. and artistry.
and artistry.

32
 Assessment

Activity 16. Post Test

Direction. Choose the letter of the best answer. Write the chosen letter in a
separate sheet of paper.

1. Which of the following is the best way to define communication?

A. It can be verbal and non-verbal.
B. When there is a sender and receiver of the message.
C. The exchange of information between two or more people.
D. The exchange of information and the expression of feeling that can result in
understanding
2. It refers to the listener, reader, and viewer of the message.
A. Receiver B. Media C. Message D. Source
3. Why do we communicate?
A. to follow instruction C. to give information
B. to tell our secret D. to express our feeling that can result in understanding
4. It refers to the tools used by the source to disseminate information to the receivers.
A. Information B. Technology C. Literacy D. Media
5. Which of the following is NOT the key concepts of media analysis?
A. All media messages are “constructed.”
B. Media messages are produced for particular purposes.
C. All media messages contain embedded values and points of view.
D. Each medium has the same different characteristics, strengths, and a unique
“language” of construction.
6. Which of the following best describes “media literate individual”?
A. Knowing how technology affects media.
B. Being able to read or understand content in different languages.
C. Assessing media ownership and regulation issues that might affect what media is
presented in
D. Critically analyzing media content by considering its particular presentation and its
underlying political or social messages.

33
7. It is the ability to recognize when information is needed and to locate, evaluate,
effectively use and communicate information in its various formats?
A. Information Literacy C. Technology Literacy
B. Media Literacy D. Communication Literacy

8-12. Choose the letter that best describes the type of literacy in each
situation. Answer may be repeated.

A. Information Literacy B. Media Literacy C. Technology Literacy

8. James found erroneous facts in the newspaper he is reading.
9. Peter uses his tablet to read his e-books, which he downloaded using an app.
10.Charlene, an exchange student, tells her mother that she misses her through e-
mail.
11.The teacher told her students to go to the library for their research activity.
12.A mother bought an alphabet chart for her four-year-old daughter.
13.– 15. “Wala akong nakikitang epekto. Hindi nman ako apektado dahil ‘di nman
ako ABS-CBN. Iyong ABS-CBN ang maaapektuhan. Meron pa naman ibang news
outfit. Hanap ng ibang trabaho para mabuhay. Magsumikap. May ibang paraan
pa naman siguro”, statement of Sen. Ronald “Bato” dela Rosa on the possible
permanent closure of ABS-CBN.
13. What should be asked when analyzing the IMPACT of this message?

A. Why was this made?

B. Who might be harmed by it?
C. Who might benefit from this message?
D. Why might this message matter to me?
14. What should be asked when analyzing the PURPOSE of this message?
A. What is this about?
B. Who is the target audience (and how do you know)?
C. How might different people understand this message differently?
D. What kinds of actions might I take in response to this message?
15.What should be asked when analyzing the INTERPRETATION of this message?
A. Why was this made?
B. Who is the target audience?
C. What kinds of actions might I take in response to this message?
D. How might different people understand this message differently?

34
 Additional Activities

Activity 17. Answer each question briefly based on your objective insights and
critical thinking. Write your answer in a separate sheet of paper.

1. What information do you frequently access from the Internet? Give at least
three reasons.

2. What would be your reaction if the government will control how the media
will transmit information to its audience or users? Give example and state
your position.

Rubric:

Criteria 5 4 3 2
Content Answer is Answer is Content relates Content unrelated to
appropriate to the appropriate to peripherally to question.
question. Content the question. the question;
is factually Content may contains
correct. have one or two significant
factual errors. factual errors.
Organization Clear sense of May lack a Logic of Lacks clear
order. Begins thesis sentence, argument is organizational plan.
with a thesis or but points are minimally Reader is confused.
topic sentence. presented in a perceivable.
Supporting points logical Points presented
are presented in a progression. in a seemingly
logical random fashion,
progression. but all support
Development Develops each Each point Sparse details or Statements are
point with may supported with evidence. unsupported by any
specific details. some details Question only detail or explanation.
Answers question and evidence. partially Repetitious, incoherent,
All important
completely. answered. illogical development
points included.

35
Answer Key

36
References

Printed Materials:

 Media Information Literacy Teacher’s Guide by DepEd

 Media Information Literacy (Enhancing Education through Effective

Communication) by Christine Marie Magpili

Website:
 Media and Information Literacy presentation by Arniel Ping, retrieved
https://www.facebook.com/groups/230985000654384/files/

 Shraddha Bajracharya, "Lasswell’s Communication Model," in

Businesstopia, January 6, 2018,
https://www.businesstopia.net/communication/lasswell-
communication-model.

 Mulder, P. (2018). Lasswell Communication Model. Retrieved [July 6,

2020] from ToolsHero: https://www.toolshero.com/communication-
skills/lasswell-communication-model/

 Christiana Varda and Eleni A. Kyza. Media, Cognition and Learning

Research Group, Department of Communication and Internet Studies
at the Cyprus University of Technology: https://coinform.eu/media-
and-information-literacy-why-does-it-matter/

 http://www.unesco.org/new/en/communication-and-
information/media-development/media-literacy/mil-as-composite-
concept/?fbclid=IwAR3qmPPq_QXkdZx-duclGlojB2-TG-
Q0tjzFK3lioOhqR7qDsuY5o6xy384

 http://www.uis.unesco.org/Communication/Pages/information-
literacy.aspx#sthash.bx4oShjG.dpuf

 https://www.skillsyouneed.com/ips/what-is-communication.html

37
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph