tekhnologic

INFORMATION EXPLOSION
INFORMATION SOCIETY
FAKE NEWS
PLAGIARISM
Me after seeing how
WOKE the people are in
social media.
 information
INFORMATION EXPLOSION
INFORMATION SOCIETY
FAKE NEWS
PLAGIARISM
 MEDIA AND INFORMATION
LITERACY (MIL)
LESSON 7: INFORMATION LITERACY
Information Literacy
Performance Tasks: Escape Room Activity, One-Pager
 LEARNING COMPETENCIES

• define information needs (MIL11/12IL-IIIc-8);

• locate, access, assess, organize, and
communicate information (MIL11/12IL-IIIc-8);
• demonstrate ethical use of information
(MIL11/12IL-IIIc-9);
Today’s I CAN…
1. Get acquainted with the key
concepts of information literacy.

2. Recognize and apply

the elements of
information literacy in
given situations.

3. Demonstrate understanding of Information

literacy through critical and appropriate
processing of information.

4. Intensify the value of critical and reflective

thinking through accomplishing of tasks.
 TOPIC OUTLINE
I-Concepts and Application of Information
Literacy
A. Introduction to Information Literacy(IL): Key
Concepts in IL
B. Components/Elements of Information Literacy
II- Performance Task- Escape Room, One-Pager
 Quick Write
 In 2 minutes, make an idea list of your thoughts
about INFORMATION.
 Pair up: Share your answer to your seatmate.
 Share your and your seatmate’s answer/s to class.
o Data that has been
collected, processed,
and interpreted in
order to be presented in
a useable
form.
(Commission on Higher Education’s
MIL TG for SHS , 2016)
o A broad term that can cover
processed data, knowledge
derived from study, experience,
instruction, signals or symbols.
In the media world, information
is often used to describe
knowledge of specific events or
situations that has been
gathered or received by
communication,
intelligence, or news reports.

(Commission on Higher Education’s MIL

TG for SHS , 2016)
Information is available
through libraries,
community resources,
special interest
organizations, media, and
the Internet--and
increasingly, information
comes to individuals in
unfiltered formats, raising
questions about its
authenticity, validity, and
reliability.
 How are we going to
know if the
information we get
from those media are
accurate, reliable and
valuable?
 forSTEMMIL
@stemmil_jashs

Do CROWDSOURCING for the following questions:

#MILCrowdsourcing #InfoLiteracy

GROUP 1: Why do you need information?

Where do you search for information?

GROUP 2: How do you acquire and store information?

GROUP 3: How will you determine the quality and accuracy of the
information that you have?
How do you use the information that you have?

GROUP 4: How will you communicate information?

 GUIDE QUESTIONS to
ELEMENTS of INFORMATION
LITERACY
1. Why do you need information?
2. Where do you search for information?
3. How do you acquire and store
information?
4. How will you determine the quality and
accuracy of the information that you
have?
5. How do you use the information that
you have?
6. How will you communicate
information?
1. to be updated with the news, for
learning/education purposes, for
communication, to acquire knowledge needed
for decision-making.
2. internet, television, library, radio,
newspapers, etc.
3. write, print, photocopy, photograph,
download, cloud storage, record, external
memory drives, memory cards
4. It should come from a reputable source,
such as an institution
5. share, apply, announce, post, archive,
reminder, answer a query, clarify confusion
6. announcement, text, post to social media,
face to face session, note, chat, email, save file
 ELEMENTS/ STAGES of
INFORMATION LITERACY

1. Why do you need information?

2. Where do you search for information?
3. How do you acquire and store
information?
4. How will you determine the quality and
accuracy of the information that you
have?
5-6. How do you use the information that
you have?
7. How will you communicate
information?
WHAT IS INFORMATION LITERACY?
Information Literacy

Source: MIL Curriculum for Teachers by UNESCO, 2011

WHAT IS INFORMATION
LITERACY?
A set of individual competencies
Information
needed Literacy
to identify, evaluate
and use information in the most
ethical, efficient and effective way
across all
domains, occupations and
professions.

Source: MIL Curriculum for Teachers by UNESCO, 2011

FORMATIVE ASSESSMENT: Information
ANNOTATE: DEFINITION VIS-À-VIS ELEMENTS Literacy
 Information
FORMATIVE ASSESSMENT:
Literacy
1. To recognize when information
is needed/ identify…
information
2. Locate
3. Locate
4. Evaluate
5. Evaluate
6. Effectively use …/ use
information in the most
ethical, efficient and effective
way across all domains…
7. Communicate information
Application-Scenario:
PTASK: RRL Matrix
Topic:_______________
Label: Author’s last name and/or few keywords from the title of the
work / Reference Type
Label: Main ideas that your source discussed about your topic
Source #1 Source #2 Source #3 Source #4

Main
Idea A
Main
idea B

Fill up the chart with notes discussed in the work examined

 BLENDED LEARNING – FLIPPED CLASSROOM

Read all the resource materials posted on our MIL

Portal about Information Literacy. You may also
research further about the lesson. As a formative
assessment (Performance Task), accomplish all the
stations’ tasks which incorporate the IL concepts
uploaded in our MIL portal.
 Facilitator/ Manager
Material Handler
Time Keeper
Recorder/Scribe
Problem-Solvers

Team assemble!
 Code:
Infected with

Dummy
Virus
OUTBREAK of CODE:DUMMY VIRUS

You are in class when an unknown virus due to

information literacy deficiency break loose in the room
(science laboratory). You and your friends are currently
trapped inside. It was presumed that some of your
classmates in the room have been already infected. You
and your friends just need to break out from the room
alive and uninfected. Unlock the door by securing the 5-
digit passcode to be solved from each station.
UNLOCK STATION 3: Board - EXIT TICKET
Viewing of
the KEY Video

STATION 4 STATION 3 STATION 2 STATION 1

Board - EXIT TICKET Teacher Center –
Checking of UNLOCK
Accomplished Task the KEY

STATION 1

STATION 2

STATION 3

STATION 4
UNLOCK STATION 3: Board - EXIT TICKET
Viewing of
the KEY Video

STATION 4 STATION 3 STATION 2 STATION 1

 Code:
Infected with

Dummy
Virus
5 COMPONENTS OF INFORMATION LITERACY
by Seminole State Library
 C - larify & Understand
L - ocate
BIG6 SKILLS
(MIKE S - elect and Analyze
EISENBERG AND
O - rganize and Synthesize
BOB
BERKOWITZ) C - reate and Present
E - valuate
Photo Credits: K. PLAGIARISM tells us to Photo Credits: D.
Gallardo, R.
Gomez, H. Matic,
M.R. Dela Peña
cite our sources of Antipolo, C.J.
Custodio, E.
information. If people do
not verify the sources of
information provided by
any media form,
spreading of FAKE
NEWS will most likely
happen
LESSON 8: INFORMATION AGE
INDUSTRIAL REVOLUTION
Began in Britain in the 18th century, is the direct
consequence of a major invention, the steam engine.
Its use in the factories gave rise to the manufacturing
economy and to a new set of class relations – the capitalist
and the working class.
Like the steam engine during the first Industrial
Revolution, the information and communication technology
has completely changed the way society organizes its
economic activity.
INFORMATION AGE
The Internet arose in 1969, but it was in 1989 when a fully
developed World Wide Web arose and turned it into the global
platform for knowledge sharing, communication, and
archiving.
Other developments that coincided with the information age is
the revitalized role of libraries in the production of knowledge.
The invention of the microform in 1945 allowed for the storage
of bulky materials; however, the technology will soon be
superseded by digital imaging, digital storage and digital
modalities of transmission.
KNOWLEDGE SOCIETIES
Knowledge societies are about capabilities to identify,
produce, process, transform, disseminate, and use
information to build and apply knowledge for human
development.
As emphasized by UNESCO, the concept of Knowledge
Societies is more all-embracing and more conducive to
empowerment than the concept of technology and
connectivity, which often dominates debates on the
information society.
KNOWLEDGE SOCIETIES
The global information society is meaningful, only if it
favors the development of knowledge societies sets itself
the goal of “tending towards human development based on
human rights.”
For UNESCO, the construction of knowledge societies
“opens the way to humanization of the process of
globalization.”
WHAT IS THE INTERNET?
It is a vast chain of computer networks in which anyone who has
access to a computer with internet connection can publish their
documents.
All these networks are linked together via digital technology.
Thus, the internet allows transmission of a variety of file types,
both written and non-written multimedia.
Sites can be searched or even remembered (bookmarked) through
its own address called Uniform Resource Locator (URL). Each
part of a URL provides information about the web page.
Sourcing from the WWW
 WHO PUTS
INFORMATION ON THE
INTERNET?
The three-letter code predicted by a dot(.), simply known as the domain,
gives you a fairly good idea of who is publishing the Internet site.
.edu – educational institution. It may contain carefully processed and
reviewed information though it may not represent the individual views of
the academic personnel.
.com – mostly commercial entities, some of which are profit oriented.
.org – non-profit organizations
.gov – government organizations
.net – internet service providers
 SOURCES OF
INFORMATION
A. POPULAR
PUBLICATIONS
•Most of what rules in print and non-print media are popular
publications with the general public as its target audience.
•Included under this category are journalistic articles, feature articles,
manuals, flyers, fact sheets, and even blogs by netizens.
•They serve to both inform and entertain the general public. Reporters,
journalists, or anyone, for that matter, can publish popular publications.
•We turn to popular publications to have a pulse of popular opinion, or
to get entertained, or to simply gain information regarding a popular
subject.
B. SCHOLARLY
PUBLICATIONS
•These are well-researched articles found mostly in
academic journals and published for the specialists of a
specific field.
•The language is very technical because it is geared toward
the consumption of specialists, scholars, and those seeking
research-based information on a particular area of
knowledge such as the social sciences, the natural
sciences, and the arts and humanities.
C. TRADE PUBLICATIONS
•These are also highly specialized materials meant for the
players and specialists of a specific industry. Some good
examples are publications on motoring or publications on
construction.
•Trade publications combine popular appeal and
specialized knowledge because it also needs to attract the
non-specialist who are the potential consumers or users of
a particular product.
 Types of Sources of Information
• Sources are generally described as primary, secondary, or
tertiary.
• Primary: Primary sources are “materials that you are directly
writing about, the raw materials of your own research.”
• Secondary: Secondary sources are “books and articles in
which other researchers report the results of their research
based on (their) primary data or sources.”
• Tertiary: Tertiary sources are “books and articles based on
secondary sources, on the research of others.”
– Tertiary sources synthesize and explain the work of others and might
be useful early in your research, but they are generally weak support
for your own arguments… at times they are challenged in your
argument!
PRIMARY SOURCES are original
materials. They are from the time period
involved and have not been filtered through
interpretation or evaluation. Primary
sources are original materials on which
other research is based. It is a first-hand
source
They are usually the first formal
appearance of results in physical, print or
electronic format. They present original
thinking, report a discovery, or share new
information.
Examples are:
- Interview
- Research Papers
- Published Articles
- Autobiography
SECONDARY SOURCES are less easily
defined than primary sources. Generally,
they are accounts written after the fact with
the benefit of hindsight. They are
interpretations and evaluations of
primary sources.
Secondary sources are not evidence, but
rather commentary on and discussion of
evidence. However, what some define as a
secondary source, others define as a tertiary
source.
Examples are:
- Textbooks
- Biographies
- website made by other people
- dictionaries
WW#
 FORMATS OF
INFORMATION
 VARIOUS FORMATS OF INFORMATION

•PRINT – Materials produced and collected from print

resources (books, newspapers, and other periodicals,
manuscripts, correspondence, memoranda, loose lead
materials, notes, brochures, etc.)
•DIGITAL FORMATS – Digital materials are information
materials that are stored in an electronic format on a hard
drive, CD-ROM, remote server, or even the Cloud. These
could be electronic books, databases, websites, video and
audio materials. These materials may be accessed with a
computer and/or through the internet.
 VARIOUS FORMATS OF INFORMATION

•AUDIO AND VIDEO – Materials collected using analog

technology in video (television, video recordings), audio
(radio, audio recordings) tools presented in recorded tapes,
CDs, audio-cassettes, reel to reel tapes, record albums, etc.
As differentiated from digital technology, these sources of
information are recorded using analog technology which
means data is recorded in advance from one point to
another. Analog devices read the material by scanning the
physical data off the media.
 VARIOUS FORMATS OF INFORMATION

•MICROFORM – This includes materials that have been

photographed and their images developed in reduced-size
film strips and which are viewed using machines with
magnifying lenses. In university libraries, these may
include back issues of magazines, newspapers, or historical
materials.
ETHICAL USE OF
INFORMATION
There are times when you need to share information
that you have acquired from various sources written
by different authors. It is inevitable to directly quote
their words in order to preserve their meaning.
However, quoting someone else's words without
giving credit to the author essentially gives an
impression that you are claiming ownership of the
words they have said. This is called plagiarism.”
POINTS FOR DISCUSSION
• PLAGIARISM: Using other people’s words and ideas without clearly
acknowledging the source of the information
• COMMON KNOWLEDGE: Facts that can be found in numerous places
and are likely to be widely known.
Example: John F. Kennedy was elected President of the United States in
1960. This is generally known information. You do not need to document this
fact
• INTERPRETATION: You must document facts that are not generally
known, or ideas that interpret facts.
Example: Michael Jordan is the greatest basketball player ever to have
played the game. This idea is not a fact but an interpretation or an opinion.
You need to cite the source.
• QUOTATION: Using someone’s words directly. When you
use a direct quote, place the passage between quotation marks,
and document the source according to a standard documenting
style.
Example: According to John Smith in The New York Times,
“37% of all children under the age of 10 live below the
poverty line”. You need to cite the source.
• PARAPHRASE: Using someone’s ideas, but rephrasing
them in your own words. Although you will use your own
words to paraphrase, you must still acknowledge and cite the
source of the information.
 Silverman, 2001 as cited by Mendoza
and Melegrito, 2016

Plagiarism
 Posing another’s work as one’s own
 Misrepresentation and deception
 Quoting without acknowledging original source
 Paraphrasing without acknowledging original source
 Paraphrasing that closely resembles the original in
language and syntax without crediting original source
 Improper citation
 Repeatedly submitting own work (self-plagiarism)
 Two types of plagiarism:
• Intentional • Unintentional
• Copying a friend’s work • Careless paraphrasing
• Buying or borrowing • Poor documentation
papers
• Quoting excessively
• Cutting and pasting
blocks of text from • Failure to use your own
electronic sources “voice”
without documenting
• Media
“borrowing”without
documentation
• Web publishing without
permissions of creators
 Copied and yet demand good grades…

(Fitz & Pirillo, nd.)

Page  89
 But it’s not just about the grades, it’s

Integrity
that matters most.

Page  90
 Reasons for plagiarising

35%
Last minute work

25%
Never get caught/
No big deal
(Source: Chuah, 2011)
Page  91
PLAGIARISM
A. Plagiarism has legal implications. While ideas
themselves are not copyrightable, the artistic expression
of an idea automatically falls under copyright when it is
created. Under fair use, small parts may be copied without
permission from the copyright holder. However, even
under fair use - in which you can use some parts of the
material for academic or non-profit purposes – you must
attribute the original source. What is considered fair use is
rather subjective and can vary from country to country.
B. STRATEGIES IN AVOIDING PLAGIARISM
• Submit your own work for publication. You need to cite even
your own work.
• Put quotation marks around everything that comes directly from
the text and cite the source.
• Paraphrase, but be sure that you are not simply rearranging or
replacing a few words and cite the source.
• Keep a source journal, a notepad, or note cards- annotated
bibliographies can be especially beneficial
• Use the style manual in properly citing the sources
• Get help from the writing center or library
 INCORPORATING SOURCES:
QUOTING, PARAPHRASING AND
SUMMARIZING
C. HOW NOT TO BE VICTIM
PLAGIARISM
Copyright (provision of exclusive right for
ownership of creative output)
Right to Privacy
Intellectual Property
Tips in avoiding plagiarism

 Stop giving excuses to

yourself.
 Use proper citations and
referencing.
 Try to practice paraphrasing.

Page  96
Citations & Referencing…

,
Page  97
 Do I have
to cite
everything?
Nope!

 Facts that are widely known, or

 Information or judgments considered
“common knowledge”
Do NOT have to be documented.

Hooray for
common
knowledge!
Examples of common knowledge

 John Adams was our second president

 The Japanese attacked Pearl Harbor on December 7,
1941
If you see a fact in three or more sources,
and you are fairly certain your readers
already know this information, it is likely to
be “common knowledge.”
But when in doubt, cite!
No need to document when:
 You are discussing your OWN experiences,
observations, or reactions
 Compiling the results of ORIGINAL research, from
science experiments, etc.
 You are using COMMON KNOWLEDGE
Sourcing from the WWW
5Cs of Evaluating Web Sources:
 Credibility
 Content
 Currency
 Construction
 Connectivity
Sourcing from the WWW
PERFORMANCE TASK : One-Pager (Most Important
Takeaways on a single piece
One-Pager (Summative Assessment) of blank paper)

A One Pager is simple one page document that gives a high-level

overview of a lesson/topic learned (An Information Literate Individual)

What does it include?: Mix of Images and Information/Sketchnotes/

Quotations, ideas, analysis, key names & dates, symbols and themes,
and more/ Make connections to your own lives, to art or films, to pop
culture, to what they’re learning in their other classes. All shall fit on a
single piece of paper. Balance your visual and verbal (not too much of
sketches, doodles, icons & lettering and not too much text either.)
YOU ARE
FREE TO
EXPAND AND
ADD TO THE
TEMPLATE
10

10
REFERENCES
• Media and Information Literacy Curriculum Guide
by DepEd
• Media and Information Literacy by Boots C.
Liquigan, Diwa Learning Systems Inc.
• http://skil.stanford.edu/intro/research.html
• http://
www.cilip.org.uk/sites/default/files/documents/Inform
ation%20literacy%20skills.pdf
REFERENCES

• https://www.youtube.com/watch?v=1ronp6Iue9w
• https://www.youtube.com/watch?v=1ronp6Iue9w
• https://www.youtube.com/watch?v=7sHvQa0vR_M
• https://www.youtube.com/watch?v=dGTl-OdkVIE