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1
Unit 1
Introduction to Media and
Information Literacy

Media and Information Literacy

2
LEARNING TARGETS

At the end of this unit, the learners should be

able to do the following:
● Describe how much media and information affect communication.
● Identify the similarities and differences between media literacy, information
literacy, and technology literacy.
● Editorialize the value of being literate in media and information.
● Identify characteristics and describe responsible uses and competent
producers of media and information.
● Share with the class their media habits, lifestyles, and preferences.

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VALUES AND ATTITUDES

In this unit, the learners should be able to do the

following:

● Understand the value and limit of one’s freedom of speech and expression.
● Be mindful of the proper ways to communicate with others.
● Be a responsible consumer and contributor of information in the different
forms of media.

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 LET'S PUT IT THIS WAY

Have you ever wondered how

Filipinos communicate?
Consider your everyday
conversations with your
friends or your family
members. Do these
conversations follow the
communication process?
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UNIT STIMULUS

Pass the Message

1. Divide the class into groups with five members. Then, form a line.
2. The first person in each line will be given a piece of paper containing a
message. He or she needs to memorize it in 30 seconds.
3. Orally pass the message to the next person in line until it reaches the last
person.
4. The last person should proceed to the front and write the message on the
board. The group that writes the message most accurately in the shortest time
will get a point.

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CENTRAL QUESTION

What role does media play in

our reception of information
and perception of reality?

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Lesson 1
How Media and Information Affect
Communication

Unit 1| Introduction to Media and Information Literacy

Media and Information Literacy

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 Compare and Contrast

Scenario: The current president’s

first 100 days in office

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Communication
Do you still remember the five Cs
in 21st-century skills? These are
creativity, collaboration, critical
thinking, connection, and
communication. Notice that the
communication skill overlaps and
subsumes with other skills.

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Communication
Communication has a crucial role
in every aspect of human life
regardless of age, origin, and nature
of work.
It comes from the Latin word
communis, which means
“common.” This involves the
process of transmitting and
delivering information to an
intended audience.
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Communication Models

Let’s Analyze!

Fig. 2. Communication Process

Study the three illustrations above and determine their similarities with each other.
Communication Models

Shannon and Weaver model refers to a two-way process that reinforces that the
message needs to be deconstructed if there is a greater noise or disturbance to
lessen ambiguity.

Charles Osgood’s model explains the circular process in which the roles of being
a source and a receiver can be interchanged and done simultaneously with the help
of a feedback mechanism.

Schramm’s model emphasizes the shared experiences and understanding between

the sender and the receiver.

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KEY MOMENTS

The invention of the printing press by Johannes Gutenberg in

the 15th century paved the way for various technological
products that have been instrumental in changing the face of
communication.

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 Act It Out

Topic:

Group Form of Media

1 print
2 television broadcast

3 radio broadcast
4 digital media

15
DIVE IN

Wilson (2019, 5) cites the

Media Literacy Resource
Guide (1989) for the key
concepts that have become
the underpinnings of media
and information literacy
education today.
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DIVE IN

The following are the key concepts for media literacy:

● All media are constructions.

● Media constructs versions of reality.
● Audiences give meaning to media content.
● Media have commercial implications.
● Media content contains ideological and value messages.
● Media messages and content contain social and political implications.
● Form and content are closely related in media messages.
● Each medium has a unique aesthetic form.

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Stoplight

STOP CONTINUE START

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PHOTO CREDITS
Slide 4: People Chatting by Mohamed Mahmoud Hassan is licensed under CC0 1.0 via PublicDomainPictures.net.

Slide 8: Media by Nick Youngson is licensed under CC BY-SA 3.0 via Picpedia.org.

Slides 9 and 10: Talk Sign by Eugenio Hansen is licensed under CC0 1.0 via Wikimedia Commons.

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REFERENCES
Austen, Jane. Persuasion. London, England: Penguin Classics, 2012.

de Saint-Exupéry, Antoine. The Little Prince. Translated by Katherine Woods. Harcourt Brace, 1943.

"Fighting Fake News: How Youth Are Navigating Modern Misinformation and Propaganda Online." Canadian
Commission for UNESCO. Updated November 12, 2021.
https://en.ccunesco.ca/blog/2018/11/fighting-fake-news.

Licuanan, Patricia. "Teaching Guide for Senior High School: Media and Information Literacy." Commission on Higher
Education & Philippine Normal University, 2016.

“1.3 The Evolution of Media.” University of Minnesota Libraries. University of Minnesota Libraries Publishing
Services, March 22, 2016. https://open.lib.umn.edu/mediaandculture/chapter/1-3-the-evolution-of-media/.

Wilson, Carolyn. "Media and Information Literacy: Challenges and Opportunities for the World of Education." The
Canadian Commission for UNESCO’s IdeaLab, November 2019, 1–17.

Orwell, George. Animal Farm. London, England: William Collins, 2021.

Tolstoy, Leo. Anna Karenina. Translated by Aylmer Maude and Louise Maude. Wordsworth Editions, 1995.

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