MEDIA AND

INFORMATION
LITERACY
ALLISON C. UNISAN, MBA
MIDORIA, PIKACHU, CONAN, PEPPA PIG,
SPONGEBOB & DORA
INTRODUCE YOURSELF:
Full Name & Nickname?
Academic Strand?
MIT Subject Expectation?
Pikachu - My celebrity lookalike
Midoria - My Hidden talent; Any skills or talent
Peppa Pig - My favorite food
Spongebob - Dream destinaton?
Dora - My hobby
Conan - My motto in life; life verse
• The Philippines is among the first country to adapt Media and
Information Literacy as part of basic education curriculum. The
Department of Education in the new K-12 Basic Education
Curriculum included Media and Information Literacy as part of the
Core Subjects under the Communication Learning Area for Senior
High School (SHS) at Grade 11 or 12 with one semester allocation.
• Information as channels of communication and tools for the
development of individuals and societies. It also aims to develop
students to be creative and critical thinkers as well as responsible
users and competent producers of media and information.
 MEDIA AND INFORMATION LITERACY
• UNESCO defines Media and Information Literacy as a set of
competencies that empowers citizens to access, retrieve, understand,
evaluate and use, to 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.
 MEDIA AND INFORMATION DESIGN
• The Media and Information Design Framework aims as a guide in
the analysis, design, development, implementation and evaluation of
pertinent media and information outputs.
 MIL PORTAL
• The use of the MIL Portal is a crucial part of MIL. It refers to the
system for submission, checking, tracking, and displaying learners
work. Because of the project-based nature of the course, we should
use an online platform that can keep all files in a single library.
 ELECTRONIC PORTFOLIO
• The learners would create their own individual personal online page which will be
called ePortofolio. An electronic portfolio or ePortfolio is a collection of outputs
developed by the learners uploading at an online platform. In recent years, it has
become valuable learning and assessment tool. Some recommendations for
ePortfolio are listed below.

Blogs and Personal Websites

• Wordpress
• Blogspot
• Tumblr
• Wix
• Others
 OUTPUT AND RUBRIC
• The Media and Information Literacy is an output-based subject. In most
of the lessons, an output is expected from the learners to synthesize
content with skills.

• In all pertinent output a sample rubric is provided. The teacher will

assign weights on each component in the rubric.

• For instance, if content is an important part of the project, the teacher

can give a higher weight in the total score.
INTRODUCTION TO
MEDIA AND
INFORMATION
LITERACY
 LEARNING OBJECTIVES
At the end of the lesson, the learners shall be able to:
1. Describe how media and information affect communication.
2. Editorialize the value of being a media and information literate
individual.
3. Share to class their media lifestyle, habits, and preferences.
MEDIA USE LOG
 MEDIA USE LOG
• Which media provider did they spend the most
time?
• What roles does media play in their lives?
(leisure, learning, communication, etc.)
 THE LOW-TECH FUTURE
• How would you be informed of anything now?
• What ways would you have to communicate with one another?
• How would you share information and communicate news and
events?
• What would happen with the decisions you usually make?
• How would it affect the way you live?
• What would you personally miss most in such a situation?
• What would society lose in this situation?
 FLASH NEWS AND VISUALS
Source: Retrieved Sept 2, 2021
https://adobochronicles.com/2014/04/29/birthers-new-allegation-barack-obama-is-filipino/
 FLASH NEWS AND VISUALS
• Did you believe these news items were true? How did you know
they were true/false?

• Are all news and information on the Internet true? Why or why
not?

• Who gets to post news items online? Expound.

MEDIA AND INFORMATION LITERACY
• As we navigate the so-called “post-truth” age on the internet,
riddled with potentially misleading content, it becomes more
obvious with time that tackling online misinformation requires
much more than detection.

• Media literacy is not the only answer to the problem of online

misinformation. It is certainly important, but attention should
be shifting to Media and Information Literacy (MIL) instead, and
its potential to enable individuals to process and evaluate online
information with discernment.
MEDIA AND INFORMATION LITERACY
• Both media and information literacy skills are essential, though
these are not something you either have or haven’t got.
Individuals today are bombarded with media and information
and are called to deconstruct and evaluate messages constantly.
To be able to do that definitely requires some level of media and
information literacy.

• However, it is useful to think of media and information literacy

as a continuum rather than an outcome — we can all be more
media and information literate.
 UNLOCK THE DEFINITIONS
a. Technology Literacy

b. Media Literacy

c. Information Literacy

d. Media and Information Literacy

 LITERACY
The ability to identify, understand, interpret, create,
communicate and compute, using printed and written
materials associated with varying contexts. Literacy
involves a continuum of learning, wherein individuals
are able to achieve their goals, develop their knowledge
and potential, and participate fully in their community
and wider society.
 MEDIA
The physical objects used to communicate with, or
the mass communication through physical objects
such as radio, television, computers, film, etc. It also
refers to any physical object used to communicate
messages.
 MEDIA LITERACY
The ability to access, analyze, evaluate, and create
media in a variety of forms. It aims to empower
citizens by providing them with the competencies
(knowledge and skills) necessary to engage with
traditional media and new technologies.
 INFORMATION
A broad term that covers processed data,
knowledge derived from study, experience,
instruction, signals or symbols.
 INFORMATION LITERACY
The ability to recognize when information is
needed, and to locate, evaluate, and effectively
communicate information in its various formats.
 TECHNOLOGY LITERACY
The ability of an individual, either working
independently or with others, to responsibly,
appropriately, and effectively use technological tools.
Using these tools an individual can access, manage,
integrate, evaluate, create and communicate information.
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.
 ASSIGNMENT
• In your opinion, what makes an individual literate in media
and information?

• What activities/habits do you practice which illustrate

media and information literacy? Give at least three
examples.
 RESOURCES
Adobo Chronicles. Your Best Source of Up-to-date Unbelievable. Retrieved from
https://adobochronicles.com/

Wilson, Carolyn; Grizzle, Anton; Tuazon, Ramon; Akyempong; Kwane;

Cheung, Chi-Kim (2011). Media and Information Literacy: Curriculum
for Teachers. UNESCO Press ISBN 978-92-3-104198-3 (EN);
978-959-18-07; 978-959-18-0787-8 (ES)

The Commission on Higher Education in collaboration with the Philippine Normal

University, 2016. Teaching Guide for Senior High School MEDIA AND INFORMATION
LITERACY. K to 12 Transition Program Management Unit