12
Media and
Information
Literacy
3rd Quarter
Department of Education •
Republic of the Philippines
Introductory
Message
For
the facilitator:
This module was collaboratively designed,
developed, and reviewed by educators to guide you, the teacher or facilitator,
in helping the learners meet the standards set by the Department of Education.
This module primarily aims to help the learners understand the lessons in Media
and Information Literacy based on the Most
Essential Learning Competencies – and see their relevance to real-life
through a fun-filled learning experience. This module hopes to engage the
learners into guided and independent self-learning activities at their own pace
and time. Furthermore, this also aims to help learners acquire the necessary 21st-century
skills while considering their needs and circumstances.
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 learning. Furthermore,
you are expected to encourage and assist the learners as they perform the tasks
included in the module.
For
the learner:
Welcome to the Media and Information Literacy
Grade 12 Alternative Delivery Mode (ADM) Module. 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 module while being an active learner.
Specifically, this module aims to introduce
you to Media and Information Literacy as an important subject in the 21st
Century learning for the students to be able to maximize the use of modern technologies
and be a responsible user and capable producer of media and information.
This module contains the following parts: a. What I Need to Know (Introduction and
Learning Objectives), b. What I Know
(Pretest), c. What’s In (Review), d. What’s
New (Introductory
activity), e. What Is It (Content
Discussion), f. What’s More
(Enrichment Activities), g. What I Have Learned (Generalization), h. What I Can Do (Application), i.
Assessment (Posttest), Additional
Activities, Answer Key, and References.
To enjoy learning about the lesson, you must
set aside all other tasks that will disturb you while answering the module. Use
the module with care. Do not put unnecessary mark/s on any part of the module.
Follow carefully all the contents and instructions indicated on every page of
this module. Take note of the significant concepts you find in the lesson which
you may use for future references. Keep in mind to USE SEPARATE SHEETS OF PAPER
in doing all the provided activities to meet all the lesson’s objectives. If
you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your facilitator. After accomplishing all the activities,
let your facilitator/guardian assess your answers. The success in accomplishing
this module depends on your will and grit. Keep going and enjoy learning!
12
Media and
Information
Literacy
Quarter 3 –
Module 1:
Introduction
to Media and Information Literacy
This
instructional material was collaboratively developed and reviewed by educators
from public and private schools, colleges, and or/universities. We encourage
teachers and other education stakeholders to email their feedback, comments,
and recommendations to the Department of Education at [email protected].
We value your feedback and recommendations.
What I Need to Know
This module was designed to introduce you to
media and information literacy as an important aspect of building human society
by being a responsible user and capable producer of media and information. The
scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary levels 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.
After going through this module, you are expected to:
1.
describe how communication is influenced by media and
information (MIL11/12IMIL-IIIa-1)
2.
identify the similarities and differences between and
among media literacy, information literacy, and technology literacy
(MIL11/12IMIL-IIIa-2)
3.
discuss responsible use of media and information
(MIL11/12IMIL-IIIa-3)
What I Know
Multiple Choice: Read each question carefully and choose the
letter of the correct answer. Write your answer on a separate sheet of paper.
1.
Which of the following describes the capacity to read
and write associated with the knowledge to determine, comprehend, explain,
generate, communicate, and calculate using printed materials?
a.
Media
b.
Literacy
c.
Computer
d.
Information
2.
Which of the following is a tool or platform used to
convey information or means of communication?
a.
Media
b.
Literacy
c.
Computer
d.
Information
3.
What do you call the knowledge acquired from someone or
something?
a.
Media
b.
Literacy
c.
Computer
d.
Information
4.
Which of these is characterized by an individual's
ability to understand the functions of media and determine the relevant use and
worth of media platforms?
a.
Media Literacy
b.
Computer Literacy
c.
Technology Literacy
d.
Information Literacy
5.
Which of the following describes an individual who
knows how to manipulate technology independently or with the assistance of
others in using the technology efficiently and suitably?
a.
Media Literate
b.
Computer Literate
c.
Technology Literate
d.
Information Literate
6.
Which of the following refers to the ability to
transmit communication or acquiring data or facts that relate to the use of
media information?
a.
Media Literacy
b.
Computer Literacy
c.
Technology Literacy
d.
Information Literacy
7.
What do you call the equipment or method that is useful
to people’s daily activities?
a.
Media
b.
Internet
c.
Computer
d.
Technology
8.
Which are the necessary skills that let a person
interact using different kinds of media and access information around the
globe?
a.
Media and Information Literacy
b.
Computer and Technology Literacy
c.
Information and Technology Literacy
d.
Information and Communication Literacy
9.
What electronic machine is used to store and work with
a large amount of information?
a.
Media
b.
Internet
c.
Computer
d.
Technology
10. What
do you call the globally connected network system that uses TCP/IP to transmit
data via various types of media?
a.
Media
b.
Internet
c.
Computer
d.
Technology
11. What
do you call the present time when technological advancement is inevitable, and
access to information is easy with the aid of technology?
a.
Industrial Age
b.
Electronic Age
c.
Prehistoric Age
d.
New Information Age
12. Which
of the following is not a form of social media?
a.
Twitter
b.
Google
c.
Facebook
d.
Instagram
13. What
do you call a person who has gained many subscribers and followers, and is
being paid by YouTube through advertisements and commercials placed in their
Vlogs or YouTube Channels?
a.
Netizen
b.
Blogger
c.
Media Influencer
d.
Internet Sensation
14. Which
of the following statements is NOT true about the communication today?
a.
We now have access to fast and easy form of
communication services.
b.
Communication in the modern period is susceptible to
media and information.
c.
Social
media forms of communication always have a positive effect to a person
in terms of personal relationship.
d.
Media users and contributors must be mindful in taking
advantage on the use of communication technology in appropriate ways.
15. “Media
and information literacy are important skills that we need to develop for us to
take advantage of the use and benefits of technology in the modern society.”
The statement is ___________.
a.
belief
b.
factual
c.
opinion
d.
fallacious
|
Lesson 1
|
Introduction to Media and Information Literacy
|
In the present time, technological
advancement is inevitable, and the access of information is very much available
with the aid of technology. Media and
Information Literacy accentuate an individual's capability to exercise
his/her fundamental human rights, specifically the right to express his/her
opinion using any kind of media platform and the right to access information
responsibly.
What’s New
MIL Framework Design
Think that you are a blogger.
Complete the MIL framework design of your blog by providing the needed
information in the table below.
|
Component
|
Blog
|
|
Name of your Blog
|
|
|
Target Audience
|
|
|
Purpose
|
|
|
Key Content
|
|
|
Form/Style
|
|
|
Medium/ Platform
|
|
Guide
Questions:
1.
What do you intend to do or show in your blog?
2.
Which media platform do you intend to use?
3.
Why did you choose that kind of media platform?
4.
How can you make people or netizens watch or subscribe
to your blog?
What is It
Introduction to Media and Information Literacy
Media
and Information Literacy involves necessary skills that let a person
interact using different media platforms and get access to information around
the globe. These should be learned
because we are now living in the information age when the media have a
significant role in our society towards disseminating information, connecting
people, and acting as an agent of change in our society.
A.
Communication and Media
Information
Communication is affected by media and
information because of the advancement of technology and the availability of
different communication services. These allow us to have access to fast and
easy forms of communication through the use of different media platforms and
social media sites like Facebook,
Messenger, Instagram, Twitter, among others. However, this form of
communication may have a negative effect on people in terms of personal
relationships that may be strained by the over-reliance on social media that
are fertile grounds for fake news and hoaxes Therefore, we should always be
mindful in taking advantage of the use of communication technology in
appropriate ways. We must keep in mind the principle of “Think before you
click”.
.
B.
Media Literacy,
Information Literacy, and Technology Literacy
Media
literacy highlights the capacity of an individual to understand the
functions of media and determine the relevant use and worth of media platforms.
This means that an individual knows how to use or manage media accounts or
media platforms. Meanwhile, information
literacy is the communication or acquiring of data or facts that relate to
the use of media information. This involves a careful and thoughtful way of
gathering information legally, avoiding such pitfalls as violating intellectual
property rights and plagiarism. Technology literacy, on the other hand, is the skill of an individual to manipulate
technology independently or with the assistance of others in using the
technology in an efficient and suitable way. These skills are needed to access
knowledge and communicate information in a legal and ethical manner.
Information and media literacy enable people to become a responsible user and
producer of media and information.
C.
Responsible Use of Media
and Information
The 21st Century is known as the information
age. Now, people are highly dependent on technology in different aspects of
their lives such as for communication, entertainment, and work-related
activities. Responsible use of media and information is encouraged especially
in education. Teachers and students use reliable internet sources in acquiring
information as well as in researches. Others use different media platforms for
information dissemination and for social awareness and advocacy purposes.
The value of media information literacy is
undeniable across all nationalities around the globe. For example, modern Good
Samaritans use media platforms through various ways like video blogging to help
people in need. These platforms also have economic value to their users. Media
influencers who have gained many subscribers and followers are paid by YouTube through the advertisements and
commercials inserted in their videos. Also, networking businesspersons and
online sellers use different media platforms as an important tool to recruit
members, advertise, and sell their products, respectively.
Some social media are agents of change. Users
who want to increase awareness or elicit public response to issues flock to
social media where they can freely write their opinions, textually or through
“memes”, on their advocacies. There is,
at present, little guarantee on the truth of what is being shared, but people
react to it, sometimes getting involved in conflicts online or offline.
Therefore, social media users, especially influencers, must be responsible for
what they post on their platforms. They have to make sure that the information
they share are factual and come from reliable sources.
The ease of getting information via media
also has its disadvantage: the risk of invasion of privacy. Many users are
unaware that their personal information can also be taken from their media
accounts without their knowledge, resulting in effects ranging from annoyance
due to too many targeted ads to legal problems from identity theft.
Certainly, media and information literacy is
an essential skill that we need to develop for us to take advantage of the use
and benefits of technology in the modern society, while avoiding its pitfalls.
Here are some tips for the responsible use of media and information.
1.
Ensure personal
information safety – Do not display or give away your personal information
on your social media account. When you are using applications and websites,
read first the “terms of use”. It’s wise to take a close look and read all the
sections thoroughly.
2.
Get permission
– When posting videos or pictures of other people on your social media account,
do not forget to ask for the owner's approval and of the people who appeared in
the video or picture.
3.
Think before you
click – When posting or sharing on social media, think first if the
information you are going to post or share is accurate, helpful, informative,
nice, and kind to others. Avoid posting or sharing inappropriate,
uncomfortable, or rude insights on your account.
4.
Keep your
password safe – Keep an eye on your account; do not let others know your
password. Update your password often to avoid your account from being hacked or
used by a poser.
5.
Spread positivity
– Share positive and uplifting posts to your friends. As much as possible,
avoid negativity and hate in your account because what you post on social media
becomes a reflection of yourself.
What’s More
Activity 1.1. Mind Mapping
Show your creativity and critical thinking skills by creating
a mind map about the influence of media and information in communication. Then
write a short explanation or description of the mind map that you created. Use
a short bond paper for this activity.
Below is an example of a mind map showing the factors that affect
information literacy.
Figure 1: Information Literacy Landscape c. Moira
Bent, (2008) Retrieved from https://www.pinterest.co.uk/pin/115475177920307553/
Your output will be graded based on the
following rubrics:
|
Criteria
|
Needs
Improvement
|
Meets
Expectations
|
Exceed
Expectations
|
|
Score
|
5
|
10
|
15
|
|
Content
|
Present
insufficient ideas, facts, and information
|
Present sufficient level of ideas, facts, and
information.
|
Present high level of
ideas, facts, and information.
|
|
Creativity
|
Show minimal level
artistry and attractiveness
|
Show adequate level
artistry and attractiveness
|
Show high level artistry and attractiveness
|
|
Labels Accuracy
|
No more than five label errors
|
No more than two label errors
|
No label errors
|
|
Originality
|
Output created shows other people’s ideas
and not originally made
|
Output created shows some originality and uniqueness
|
Output created shows large amount of original ideas
and uniqueness.
|
Activity 1.2. Compare and Contrast
Identify the similarities and
differences between and among media literacy, information literacy, and
technology literacy by completing the triple Venn diagram below. Then, answer
the guide questions that follow. Do this activity on a separate sheet of paper.
Figure 2: Venn diagram. Retrieved from
https://commons.wikimedia.org/wiki/File:Venn_diagram_ABC_BW.png
Guide
Questions:
1.
What are the similarities of media literacy,
information literacy, and technology literacy?
2.
How would you differentiate the media literacy,
information literacy, and technology literacy?
Your
answer will be graded based on the following rubric.
|
Score
|
Description
|
|
2 points
|
Includes little essential
information and one or two facts
|
|
3 points
|
Includes some essential
information with a few citations and facts
|
|
4 points
|
Includes essential
information and facts to give viewers an understanding of the topic
|
|
5 points
|
Covers the message
completely and in depth with a variety of resources
|
What I Have Learned
Answer the following questions
and start your answer with the statement,
“I believe…”
1.
Why is it essential to be a media and information
literate? I believe
2.
How can you become literate in media and information
technology? I believe
3.
What do you think of the reliability and truth of
information circulated in different social media platforms?
I believe
_______________________________________________________________
Your
answer will be graded based on the following rubric.
|
Score
|
Description
|
|
2 points
|
Includes little essential
information and one or two facts
|
|
3 points
|
Includes some essential
information with a few citations and facts
|
|
4 points
|
Includes essential
information and facts to give viewers an understanding of the topic
|
|
5 points
|
Covers the message
completely and in depth with a variety of resources
|
What I Can Do
Editorial Cartoon Analysis
In a piece of paper, write your
analysis of the editorial cartoon shown below. How are you going to relate this
to responsible use of media and information in a democratic society?
Your written output will be graded
based on the following rubrics:
|
Criteria
|
Needs
Improvement
|
Meets
Expectations
|
Exceeds
Expectations
|
|
Score
|
10
|
15
|
20
|
|
Depth of Analysis
|
Demonstrate a minimal level of reflection and
internalization of the given material.
|
Demonstrate a sufficient level of reflection and
internalization of the given material.
|
Learners provided new and
creative insights resulting from a profound reflection and internalization of
the given material
|
|
Organization of Thought
|
The thoughts were expressed in an incoherent manner.
|
The thoughts were expressed in a coherent manner.
|
The thoughts were expressed
in a coherent manner. Writing is very clear and organized.
|
|
Grammar and
Spelling
|
No more than five spelling and grammar errors.
|
No more than two spelling and grammar errors.
|
No
spelling and grammar errors.
|
Assessment
Multiple Choice: Read each question carefully and choose the
letter of the best answer. Write your answer on a separate sheet of paper.
1.
Which of the following is true about literacy?
a.
a knowledge acquired from someone or something
b.
an equipment or method that is useful to people daily
activities
c.
the ability to read and write associated with knowledge
d.
the platform used to convey information or means of
communication
2.
Which of the following describes media?
a.
a knowledge acquired from someone or something
b.
an equipment or method that is useful to people daily
activities
c.
the capacity of being able to read and write associated
with knowledge
d.
the platform used to convey information or means of
communication
3.
Which of the following tells about information?
a.
a knowledge acquired from someone or something
b.
an equipment or method that is useful to people daily
activities
c.
the capacity of being able to read and write associated
with knowledge
d.
the platform used to convey information or means of
communication
4.
Which of the following denotes the meaning of media
literacy?
a.
the ability to manipulate technology independently or
with the assistance of others
b.
the capacity of an individual to understand the
functions and relevant uses of media platforms
c.
the skills that allow a person to interact and access
information using different kinds of media
d.
transmitting communication or acquiring facts that
relate to the use of media information
5.
Which of the following describes a person who is
considered as technology literate?
a.
He/she communicates and acquires facts that are related
to the use of media information.
b.
He/she can manipulate technology independently or with
the assistance of others.
c.
He/she can understand the functions and relevant uses
of media platforms.
d.
He/she has the skills that allow a person to interact
and access information using different kinds of media.
6.
Which of the following define the meaning of
information literacy?
a.
the ability to manipulate technology independently or
with the assistance of others
b.
the capacity of an individual to comprehend the
functions and relevant uses of media platforms
c.
the skills that allow a person to interact and access
information using different kinds of media
d.
transmitting communication or acquiring facts that
relate to the use of media information
7.
Which of the following describes a person who is
skilled in media and information?
a.
He/she communicates and acquires facts that are related
to the use of media information.
b.
He/she can manipulate technology independently or with
the assistance of others.
c.
He/she has the capacity of an individual to comprehend
the functions and relevant uses of media platforms.
d.
He/she has the skills that allow a person to interact
and access information using different kinds of media.
8.
Which of the following statements is true about
communication today?
a.
It is difficult to communicate with people abroad.
b.
Communication through social media always has a
positive effect
c.
We now have access to fast and easy form of
communication services.
d.
Most people today still use letters, also colloquially
known as snail mail, to communicate with their families.
9.
Which of the following best describes a computer?
a.
an electronic device used only for computation
b.
a wireless connection that transmits and processes data
c.
a globally connected network system that transmits data
d.
an electronic machine that can store and process large
amounts of information
10. Which
of the following is true about the Internet?
a.
an electronic device used only for computation
b.
a wireless connection that transmits and processes data
c.
a globally connected network system that transmits data
d.
an electronic machine that stores and works a large
amount of information
11. Which
of the following best describes the new information age?
a.
production of growing industrial companies
b.
the use of electronic devices in people’s daily
activities
c.
the popularity of mails and letters sent via the postal
system
d.
information accessibility and availability with the aid
of technology
12. Which
of the following is NOT true about Media and
Information Literacy?
a.
MIL is a core subject in Senior High School.
b.
MIL involves important skills that we need to develop.
c.
MIL involves basic skills that everybody is
knowledgeable about.
d.
MIL can be developed through the integration of ICT in
education.
13. Which
of the following states the value of Media
and Information Literacy?
a.
People use media for the spread of fake news.
b.
Some criminals use media to locate their victims.
c.
People use media platforms to create social awareness.
d.
Media influencers use media platforms for their own
interest.
14. Which
of the following does NOT state the value of Media and Information Literacy?
a.
People use media platforms to hurt others.
b.
People use media for information dissemination.
c.
Some people use media platforms as a source of income.
d.
Other people use media platforms to create social
change.
15. “Nowadays,
all of the people are highly dependent on technology in different aspects of
their lives.” The statement is ___________.
a.
belief
b.
fallacy
c.
factual
d.
opinion
Additional Activities
Media Habits and Lifestyle
Complete the table below by providing
the time, kind of media platforms, and the activities you do to show your media
habits and lifestyles.
|
Time
|
Media
Platforms
|
|
Activities
|
|
Example:
8:00 am - 9:00 am
|
Facebook
|
ü
ü
|
Check on friends’ status
Post and Share in my
timeline
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Answer Key
12
Media and
Information
Literacy
Quarter 3 –
Module 2:
The
Evolution of Traditional to New Media
This
instructional material was collaboratively developed and reviewed by educators
from public and private schools, colleges, and or/universities. We encourage
teachers and other education stakeholders to email their feedback, comments,
and recommendations to the Department of Education at [email protected].
We value your feedback and recommendations.
What I Need to Know
This module was designed to help you reflect
on the purpose and use of media in our society as well as for you to determine
the forms of traditional and new media. The scope of this module permits it to
be used in many different learning situations. The language used in this module
recognizes the diverse vocabulary levels of the 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.
After going through this module, you are expected to:
1. explain how the evolution of media from
traditional to new media shaped the values and norms of people and society.
(MIL11/12IMIL-IIIa-4)
What I Know
Multiple
Choice: Determine the period when the following types of media emerged
throughout the four ages in history. Choose the letter of the correct answer
inside the box. Use a separate sheet of paper for your answer.
|
A.
Pre-Industrial Age
|
C. Electronic Age
|
|
|
B.
Industrial Age
|
D. Information Age
|
|
|
1.
Telegraph
2.
YouTube
3.
Cave painting
4.
News paper
5.
Transistor Radio
6.
Internet Explorer
7.
Typewriter
8.
Television
|
9.
Facebook
10. Clay
tablet
11. LCD
Projector
12. Blog
13. Papyrus
in Egypt
14. Telephone
15. Motion
picture
|
|
|
Lesson 1
|
The
Evolution of
Traditional
to New Media
|
|
|
|
|
|
|
|
Media have evolved throughout time – from
pre-industrial age to information age. The evolution of traditional to new
media depicts the records of the past on the progress of media technology which
helps people communicate and disseminate information in the fastest and
efficient ways. Furthermore, media also shaped the values and norms of people
and society.
What’s In
In
the previous lesson, you have learned about the introduction of media and
information literacy. To test your understanding of the lesson, I want you to
determine the word/words being described by rearranging the letters to form the
correct word/s.
1.
It is the capacity of an individual to comprehend the
functions of media and determine the relevant use and worth of media platforms
I D A M E C E R A T I L Y
2.
It involves a thorough way of gathering information,
data, or facts which relate to the use of media information.
M I O N A T O N F R I C E R A T I L Y
3.
It refers to the skill of an individual to manipulate
technology independently or with the assistance of others in using technology
in an efficient and suitable way.
C H O L O G Y T E N C E R A T I L Y
4.
It covers the necessary skills that let a person
interact using different media platforms and get access to information around
the globe.
I D A M E
A N D M I O N A T O N F R I C E R A T I L Y
5.
This refers to a person who has huge followers who
share their posts on social media to reach more people.
I A L S O C I D A M E
E N C E R I N F L U
What’s New
Personal Technology Timeline
Make a timeline of the means of communication that you have
used. You can draw or paste cut-outs of pictures from magazines or newspapers.
Example
Figure 1: Personal Technology Timeline illustrated by
Pastora B. Berondo (2021)
Your
output will be graded based on the following rubrics:
|
Criteria
|
Needs Improvement
|
Meets
Expectations
|
Exceed Expectations
|
|
Score
|
5
|
7
|
10
|
|
Content
|
Present insufficient ideas, facts, and
information
|
Present sufficient level of ideas, facts, and
information.
|
Present high level of
ideas, facts, and information.
|
|
Creativity
|
Show minimal level
artistry and attractiveness
|
Show adequate level
artistry and attractiveness
|
Show high level artistry
and attractiveness
|
|
Originality
|
Output created shows other people’s ideas and not
originally made
|
Output created shows some originality and uniqueness
|
Output created shows large
amount of original ideas and uniqueness.
|
What is It
The Evolution of Traditional to New Media
The term “media” is described as means of
communication for people which includes newspapers, radio, televisions, and the
internet. In the advent of the “new normal”, the role of media has been highlighted
more than ever. The society relies heavily on media and information technology,
not only for communication, but also for information dissemination, distance
learning, work at home, etc. With the attainment of technological advancement,
people wondered how media changes throughout time and what forms of media exist
in different ages. To answer these queries, let us now discover how media have
evolved from pre-industrial age to
information age.
Pre-Industrial Age (Before 1700s)
During pre-industrial age, about 4.5 million
years ago, the early hominids discovered
fire, developed paper from plants, and built weapons (Teaching Guide for Senior High School Media and Information Literacy,
p. 20). The prehistoric inhabitants used stone tools and metals as part of
their daily activities like hunting and gathering. They also used crude stone
tools to create things considered rock art. These prehistoric arts such as petroglyphs and pictographs were considered the earliest forms of traditional media
(Magpile , 2016, p 17-18).
Industrial Age (1700s - 1930s)
The industrial age occurs during the industrial
revolution in Great Britain. This period brought in economic and societal
changes, such as the substitution of handy tools with machines like the power
loom and the steam engine. The transformation of the manufacturing industry,
and commercial enterprise for mass production of various products occurred.
Also, long-distance communication became possible via telegraph, a system used
for transmitting messages. (Magpile,
2016, p. 19-20)
Figure
2: Cave Paintings in 13,000 B.C. Image courtesy to: https://commons.wikimedia. org/wiki/File:San_cave_painting__Phoenicean_sh
ip.jpg
Figure 3:
Printing Trades (1916) Image courtesy to: https://commons.wiki media.org/wiki/File:The_printing_trades_(1916)_
(14765737815).jpg
Electronic Age (1930s - 1980s)
The electronic age
started when people utilized the power of electricity that made electronic
devices like transistor radio and television work. The creation of the
transistor piloted the rise of the electronic age. The power of transistors was
used in radio, electronic circuits, and early computers. In this period, people
made use of air access to communication. (Teaching
Guide for Senior High School Media and Information Literacy, p.
21)
Information Age (1900s - 2000s)
The information age is
a period also known as the digital age.
This period signified the use of the worldwide web through an internet
connection. Communication became faster and easier with the use of social
networks or social media platforms such as Facebook, Messenger, Instagram,
Twitter, among others. The rapid technological advancement and innovation with
the use of microelectronics lead to the development of laptops, netbooks mobile
phones, and wearable technology. (Teaching
Guide for Senior High School Media and Information
Literacy,
p. 21)
Figure 4:
Desktop Personal Computer
Image
courtesy to: https://commons.wikimedia. org/wiki/File:Desktop_personal_computer.jpg
Figure 5:
Social Media Apps
Image
courtesy to: https://commons.wikimedia.org/ wiki/ File:Socialmedia-pm.png
Here are the lists of media that have evolved
throughout the four ages in history.
Pre-Industrial Age (Before 1700s)
• Cave
paintings (35,000 BC)
• Clay
tablets in Mesopotamia (2400 BC)
• Papyrus
in Egypt (2500 BC)
• Acta
Diurna in Rome (130 BC)
• Dibao
in China (2nd Century)
• Codex
in the Mayan region (5th Century)
• Printing
press using wood blocks (220 AD)
Industrial Age (1700s-1930s)
• Printing
press for mass production (19th century)
• Newspaper-
The London Gazette (1640)
• Typewriter
(1800) Telephone (1876)
• Motion
picture photography/projection (1890)
• Commercial
motion pictures (1913)
• Motion
picture with sound (1926)
• Telegraph
• Punch
cards
Electronic Age (1930s-1980s)
• Transistor
Radio
• Television
(1941)
• Large
electronic computers- i.e. EDSAC (1949) and UNIVAC 1 (1951)
• Mainframe
computers - i.e. IBM 704(1960)
• Personal
computers - i.e. HewlettPackard 9100A (1968), Apple 1 (1976)
• OHP,
LCD projectors
Information Age (1900-2000s)
• Web
browsers: Mosaic (1993), Internet Explorer (1995)
• Blogs:
Blogspot (1999), LiveJournal (1999), Wordpress (2003)
• Social
media: Friendster (2002), Multiply (2003), Facebook (2004)
• Microblogs:
Twitter (2006), Tumblr (2007)
• Video:
YouTube (2005)
• Augmented
Reality / Virtual Reality
• Video
chat: Skype (2003), Google Hangouts (2013)
• Search
Engines: Google (1996), Yahoo (1995)
• Portable
computers- laptops (1980), tablets (1993) netbooks (2008),
• Smartphones
• Wearable
technology
• Cloud
and Big Data
Source: Teaching Guide for Senior High School Media
and Information Literacy. Commission on Higher Education in collaboration with
Philippine Normal University. K to 12 Transition Program, p. 20-21.
The influence of media on the values and norms
of people
Norms are standards of behavior that are
expected in a society based on their customary laws or conduct. These norms
entail conformist behavior following social standards like respect for elders,
obtaining education, getting married, and gender roles. The set of norms begins
at home and continues to develop as we expand ourselves to the social world.
With the use of social media, people are no longer limited to his/her social
group and become more readily connected to global society with diverse values
and norms.
With the advent of the information age, media
become more influential in different aspects of people’s lives. Media provide
access to ideas that are restricted in the past. Due to people’s capability to relate,
deliberate, and communicate freely online, the conventional ideas are
challenged. For example, there are different women's rights organizations that
share worldwide awareness of woman equality in our society through online
platforms. Similarly, the LGBTQ plus movement advocates gender equality and
acceptance in society. This results in the development of new social norms to
conform to in search for equal opportunity and tolerance.
According to Arias (2016), the influence of
media may have(1) individual or direct effect, and (2) social or indirect
effect. He argued that the process of information dissemination has
significance to the beliefs of a person and subsequently to their behavior. The
widely spread of information helps the creation of shared knowledge, hence
expanding its impact on the norms and values of the people in the society. This
is in line with Bandura's (1986) Social Learning Theory, wherein media operates
by means of educational models. These educational models perform vital
functions by transmitting information, values, and behaviors, among others.
Information that is recognized to be publicly accessible improves the
understanding of shared beliefs (Mutz, 1998).
What I Can Do
Activity 1.1. Data Retrieval
Complete the table below by providing
examples of media in each column. Then, answer the questions that follow. Use a
separate sheet of paper for this activity.
|
Pre-Industrial Age
|
Industrial
Age
|
Electronic
Age
|
Information
Age
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Processing
Question:
How do people communicate, store and share information in
different ages?
Activity 1. 2. Point of View (POV)
Express your point of view on the following assertions about
the influence of media on the values and norms of the people and society. Write
“Yes” on the column Agree or “No” in
the column Disagree. Then, write your point of view in the last column. Use a separate
sheet of paper for this activity.
|
Assertions
|
Agree
|
Disagree
|
Point
of View
|
|
1. Media become more
influential in different aspects of people’s life.
|
|
|
|
|
2. Technology in particular
often creates changes specifically on the values and
|
|
|
|
|
norms of the people in our
society.
|
|
|
|
|
3. The old Filipino values
like close family ties are now deteriorating because of the use of new
media.
|
|
|
|
|
4. Because of technological
advancement, our standard of proper or acceptable behavior changes throughout
time.
|
|
|
|
|
5. Technology helps people
gain more friends, but the quality of friendship suffers.
|
|
|
|
Your
written output will be graded based on the following rubrics:
|
Criteria
|
Needs Improvement
|
Meets
Expectations
|
Exceed Expectations
|
|
Score
|
10
|
15
|
20
|
|
Depth
of
Analysis
|
Demonstrate a minimal level
of reflection and internalization of the given material.
|
Demonstrate a
sufficient level of reflection and
internalization of the given material.
|
Learners provided new and creative insights
resulting from a profound reflection and internalization of the given
material
|
|
Organization of Thought
|
The thoughts were expressed
in an incoherent manner.
|
The thoughts were expressed
in a coherent manner.
|
The thoughts were
expressed in a coherent manner.
Writing is very clear and
organized.
|
|
Grammar and
Spelling
|
No more than five spelling
and grammar errors.
|
No more than two spelling
and grammar errors.
|
No spelling and grammar
errors.
|
What I Have Learned
Q and A: Answer
the following questions and start your answer with the statement I believe…
1.
Given the available media that we have now, what are
its roles and functions to our society? I
believe
2.
How do social media affect the values and norms of the
people around me?
I believe
3.
How do media influence my values?
I believe
4.
What are the positive effects of media to me? I believe
5.
What are the challenges of media to me and how can I
cope with this?
I believe
What I Can Do
Reflection Paper
Based on what you have learned from the
lesson, write a reflection paper on how the evolution of media shaped the
values and norms of people and the society. You can also read news articles or
surf the internet to know more about the effects of media and information to
the values and norms of the Filipinos.
Your
output will be scored based on the following rubrics:
|
Criteria
|
Needs Improvement
|
Meets
Expectations
|
Exceeds Expectations
|
|
Score
|
10
|
15
|
20
|
|
Depth of Analysis
|
Demonstrate a minimal level of reflection
and internalization of the given material.
|
Demonstrate a
sufficient level of reflection and
internalization of the given material.
|
Learners provided new and creative insights
resulting from a profound reflection and internalization of the given
material
|
|
Organization of Thought
|
The thoughts were expressed
in an incoherent manner.
|
The thoughts were expressed
in a coherent manner.
|
The thoughts were expressed
in a coherent manner.
Writing is very clear and
organized.
|
|
Grammar and
Spelling
|
No more than five spelling
and grammar errors.
|
No more than two spelling
and grammar errors.
|
No spelling and grammar
errors.
|
Assessment
Multiple Choice: Choose the letter of the best answer. Write your
answer on a separate sheet of paper.
1.
Which of the following describes the pre-industrial
age?
a.
the early hominids used stone tools and metals
b.
the substitution of handy tools with electrical machine
c.
the utilization of electrical power to run devices
d.
The use worldwide web through an internet connectivity
2.
Which of the following describes the industrial age?
a.
the early hominids used stone tools and metals
b.
the substitution of handy tools with electrical machine
c.
the utilization of electrical power to run devices
d.
The use worldwide web through an internet connectivity
3.
Which of the following describes the electronic age?
a.
the early hominids used stone tools and metals
b.
the substitution of handy tools with electrical machine
c.
the utilization of electrical power to run devices
d.
The use worldwide web through an internet connectivity
4.
Which of the following describes the new information
age?
a.
the early hominids used stone tools and metals
b.
the substitution of handy tools with electrical machine
c.
the utilization of electrical power to run devices
d.
The use worldwide web through an internet connectivity
5.
The following are forms of media during the pre-industrial
age EXCEPT:
a.
Papyrus
b.
Clay Tablet
c.
Photography
d.
Cave Paintings
6.
What changes have occurred during the industrial
revolution??
a.
societal and physical changes
b.
political and economic changes
c.
economical and societal changes
d.
physical and behavioral changes
7.
Which of the following substituted the handy tools
during the industrial age?
a.
machines
b.
stone tools
c.
metal tools
d.
electrical devices
8.
Which period is defined as the substitution of handy
tools with electrical machines?
a.
Prehistoric Age
b.
Industrial Age
c.
Electronic Age
d.
New Information Age
9.
The following are forms of media during the industrial
age EXCEPT:
a.
Newspaper
b.
Computer
c.
Typewriter
d.
Printing press
10.
Which of the following periods in human history started
when electronic devices like computers were used?
a.
Prehistoric Age
b.
Industrial Age
c.
Electronic Age
d.
New Information Age
11.
Which is NOT true about electronic age?
a.
People can access internet connectivity.
b.
People use electronic circuits and early computers.
c.
People apply the power of transistors for radios.
d.
The creation of transistor piloted the rise of the
electronic age.
12.
The following are forms of media during electronic age
EXCEPT:
a.
OHP
b.
Radio
c.
Television
d.
Internet Explorer
13.
The Information age is also known as ______________.
a.
Bronze Age
b.
Digital Age
c.
Old Stone Age
d.
New Stone Age
14.
The following described information age EXCEPT:
a.
the used of stone tools
b.
the used of world wide web
c.
the used of fast internet connection.
d.
the used of the social network sites
15.
Which of the following is NOT a form of media in the
information age?
a.
Twitter
b.
Facebook
c.
Telegram
d.
Instagram
Additional Activities
Think
About This!
How do social media
affect you personally, academically, and socially?
Write your answer on a separate sheet
for this activity.
|
A. Personal
|
|
|
B. Academic
|
|
|
C. Social
|
|
Your
output will be graded based on the following rubrics:
|
Criteria
|
Needs Improvement
|
Meets
Expectations
|
Exceeds Expectations
|
|
Score
|
10
|
15
|
20
|
|
Depth
of
Analysis
|
Demonstrate a minimal level of reflection
and internalization of the given material.
|
Demonstrate a
sufficient level of reflection and
internalization of the given material.
|
Learners provided new and creative insights
resulting from a profound reflection and internalization of the given
material
|
|
Organization of Thought
|
The thoughts were expressed
in an incoherent manner.
|
The thoughts were expressed
in a coherent manner.
|
The
thoughts were expressed in a coherent manner.
Writing is very clear and
organized.
|
|
Grammar and
Spelling
|
No more than five spelling
and grammar errors.
|
No more than two spelling
and grammar errors.
|
No spelling and grammar
errors.
|
Answer Key
12
Media and
Information
Literacy
Quarter 3 –
Module 3: Types of Media
This
instructional material was collaboratively developed and reviewed by educators
from public and private schools, colleges, and or/universities. We encourage
teachers and other education stakeholders to email their feedback, comments,
and recommendations to the Department of Education at [email protected].
We value your feedback and recommendations.
Department of Education • Republic of the Philippines
What I Need to Know
This module was designed for you to obtain
the knowledge on assessing the effectivity of different media and how it is
presented. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary levels
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.
After going through this
module, you are expected to compare and
contrast how one particular issue or news is presented through the different
types of media (print, broadcast, online)
What I Know
Multiple Choice: Read each item carefully and choose the letter of
the best answer. Write your answer on a separate sheet of paper.
1.
This is an image created by light captured on a
light-sensitive surface.
a.
Graphic designs c.
Information graphics
b.
Photograph d.
Cartoons
2.
This allows media texts to be produced and distributed
on multiple media devices.
a.
Broadcast media c.
Media convergence
b.
Print media d.
Multimedia
3.
These media use paper and ink. The information is
reproduced in a printingprocess that is traditionally mechanical.
a.
Visual media c.
Text media
b.
Print media d.
Audio media
4.
It is a visual representation of information to
understand high-volume and complex data easily.
a.
Infographic c.
Photography
b.
Graphic design d.
Cartoons
5.
These media reach target audiences using airwaves as
the transmissionmedium. Examples of these are radio and television.
a.
Visual media c.
Text media
b.
Broadcast media d.
Multimedia
6.
It has textual designs that
create an illusion and convey meaning.
a.
Print media c.
Text media
b.
Infographics d.
Typography
7.
A sketch or drawing intended as satire, caricature, or
humor.
a.
Graphic designs c.
Comic strip
b.
Photography d.
Book
8.
These are teaching-learning devices that appeal to the
auditory sense.
a.
Visual media c.
Broadcast media
b.
Audio media d.
Multimedia
9.
This is a synergy of communication, computing, and
content in the digital world.
a.
Media convergence c.
Technological convergence
b.
New media d.
Multimedia
10. A
combination of different technologies emerging in one digital platform to
organize and distribute content.
a.
Multimedia c.
Print media
b.
New media d.
Visual media
11. It
is the art and technique of arranging the visual component of the written word.
a.
Typography c.
Calligraphy
b.
Infographics d.
Graphic Design
12. Pictures
with text are also considered as _____________.
a.
text media c. new
media
b.
print media d.
visual media
13. Which
of the following media can be used for live presentation?
a.
Print media c.
Broadcast media
b.
Multimedia d.
All of these may be used.
14. It
is also known as technological convergence.
a.
New media c.
Media convergence
b.
Multimedia d.
None of the choices provided
15. The
process of developing visual media like food labels and billboards.
a.
Caricatures c.
Photography
b.
Text media d.
Graphic design
In the age of digital technology where
information can be easily accessed, the question of what media is appropriate
from reaching the audience to delivering its content effectively has great
significance. In this lesson, you will learn about the types of media and media
convergence.
What’s In
Let’s recall what you have learned from the
previous lesson about the evolution from traditional to new media.
True or False
Directions: Write T if
the statement is true and F if it is false. Then, underline the word
that makes it incorrect.
_______1. Some examples of forms of
media during the electronic age are typewriter, photography, and printing
press.
_______2. Transistors are used in electronic equipment like
computers, radios, and television sets.
_______3. The Prehistoric Age refers to the time up to about
five thousand years ago, before writing was developed.
_______4. The Prehistoric Age is
defined by the substitution of handy tools with electrical machines like the
power loom and the steam engine.
_______5. The development of the
transistor powered the rise of the electronic age.
What’s New
How well do you know?
Direction: Identify the following types of media by writing “P” for print media, “B” for broadcast media, and “N” for new media.
____1. Philippine Star
newspaper
____2. “7 Years”, a song by Lukas
Graham played on 90.7 Love Radio
____3. Star Wars movie shown in theaters
____4. Kapuso Mo,
Jessica Soho uploaded on YouTube
____5. Media and Information
Literacy textbook
____6. Promotional poster
uploaded in Facebook
____7. ABS- CBN TV Patrol aired on channel 2
____8. Harry Potter Complete Series Boxed Set Collection
____9. Twitter
____10. Cellphone
What is It
PRINT MEDIA
This
type of media paper and ink is reproduced in a printing process that is
traditionally mechanical such as books, newspapers, magazines, journals,
newsletters, and brochures. Print media may include text, graphics, or a
combination of both.
Text Media
A type of print media which is a simple and
flexible format for conveying ideas, whether handwritten or printed. Not
all text media are print media. Text media may also be displayed on-screen as
part of broadcast media, multimedia, or new media.
https://en.wikipedia.org/wiki/File:Books_Books.JPG
https://pixabay.com/illustrations/social-mediamedia-board-networking-1989152/
Figure 1. Examples of
text media
An important feature of text media is typography. Typography is
the art and technique of arranging the visual component of the written word. It
features textual designs with optical illusions that improve readability and
help convey meaning. Fonts and alignment are parts of typography.
Visual
Media
A type of print media that refers to
pictures, photos, images, and graphics used to channel communication using the
sense of sight. Visuals combined with text are also considered as visual media.
Like text media, visual media are not limited to print media, however. “Visual
media” is a general term for any medium that mainly makes use of sight as a
channel to receive the message.
An important feature of visual media, in
print or elsewhere, is graphic design. It
is the process of visual communication that organizes and presents information
developed through a creative process for a particular purpose. Graphic design
is part of your daily life. From things like candy wrappers to huge things like
billboards to the T-shirt you are wearing, graphic designs inform, persuades,
organizes, stimulates, locates, identifies, attracts attention, and provides
pleasure.
Figure 2. Examples of
graphic designs
PHOTO SOURCE: https://search.creativecommons.org/photos/de61d524-5c31-476e-99ce-b279bee50fcf https://search.creativecommons.org/photos/c0477258-e77e-472f-96dc-8d3c2f443bff
https://search.creativecommons.org/photos/e17049ea-4ac2-46ea-a18d-61089a0228e3
Examples of Visual Media
1.
Informational
Graphics (Infographic) – is a visual representation of information to understand
the high-volume and complex data easily, e.g., graphs, charts.
https://en.wikipedia.org/wiki/File:Fire_Adapted_Communities_infographic.jpg
Figure 3. An example of
Infographic
2.
Cartoons – a
sketch or drawing intended as satire, caricature, or humor,
e.g., comic strip, editorial cartoons in newspapers and
magazines.
PHOTO SOURCE:
https://www.flickr.com/photos/uhmlibrary/6463130693
Figure 4. An example of
editorial cartoon in newspaper
3. Photography – A photograph is an image
created by light captured on a light-sensitive surface, which is usually
photographic film. Nowadays, few people use
photographic film. The advent of digital photography via digital cameras and
cellular phones has made taking photographs easier and less expensive.
PHOTO SOURCE:
https://search.creativecommons.org/photos/26b6328f-aa22-43ee-b221-cb218545e19e
Figure 5. An example of photography
BROADCAST MEDIA
A type
of media that reaches target audiences using airwaves as the transmission
medium. Examples of broadcast media are radio
and television.
Audio
Media
A type of broadcast
media that uses audio or voice recording as a medium in the delivery of information.
These are devices that appeal to the auditory sense.
Figure 6. Radio and
voice recorder as audio media
Multimedia
A
type of broadcast media concerned with the computer-controlled integration of
text, graphics, drawings, still and moving images (video), animation, audio,
and any other media where every type of information can be stored,
communicated, and handled digitally. Multimedia can be recorded and played,
displayed, interacted with or accessed by information-processing devices, such
as high-tech and automated devices, but can also be part of a live
presentation. Multimedia devices are electronic media equipment used to store
and play or display multimedia content. In the early years of multimedia,
"rich media", a term with a similar concept was used in advertising.
“Hypermedia” is an extension of multimedia, where photos or graphics are linked
to other sources of information.
New
Media
A term used to integrate
the different technologies emerging on one digital platform to organize and
distribute content. Some examples are podcasts, augmented reality, video games,
blogs, and wikis. There are two common characteristics of new media:
disseminating the information to several receivers which is theoretically
infinite, in customized ways, depending on the specification for endorsed
categories.
MEDIA CONVERGENCE
Media convergence refers to the
merging of different equipment and tools for producing and distributing news
through digitization and computer
networking. It allows media texts to be produced and distributed on multiple
media devices. This is also known as technological convergence. Media
convergence is the synergy of communication, computing, and content in the
digital world. A smartphone that has a camera, radio, web browser, video, etc.
is an example of converged media.
What’s More
Activity 1
What simple yet functional media can you use?
Present the usability of each type of media by completing the table below.
|
Type of media
|
Description
|
Examples
|
|
|
|
|
|
|
|
|
|
|
|
|
Your
activity will be rated using this rubric:
|
Score
|
Description
|
|
3 points
|
25% of the table filled
with clearly stated, relevant answers.
|
|
6 points
|
50% of the table filled
with clearly stated, relevant answers.
|
|
9 points
|
75% of the table filled
with clearly stated, relevant answers.
|
|
12 points
|
100% of the table filled
with clearly stated, relevant answers.
|
What I Have Learned
Answer the following questions:
1.
Give an instance where it would be better to use
broadcast media than print media.
2.
How do the media affect you in your daily life?
3.
Explain how a person could be portrayed in public in
the age of media convergence.
Your
answer will be graded using the following rubric.
|
Score
|
Description
|
|
2 points
|
Includes little essential
information and one or two facts
|
|
3 points
|
Includes some essential information with a few citations
and facts
|
|
4 points
|
Includes essential
information and facts to give viewers an understanding of the topic
|
|
5 points
|
Covers the message
completely and in depth with a variety of resources
|
What I Can Do
Create My Own Media.
Directions: You
are tasked to construct a specific sample of print media that delivers your
message creatively and deliberately. Supply the needed information below and
make an illustration in the box provided. Your produced output will be rated
based on the rubric below.
Type of media:
_________________________________________________________
My media message:
____________________________________________________
My audience:
__________________________________________________________
My slogan/title: ________________________________________________________
RUBRIC ON SAMPLE PRINT MEDIA
Source:
http://asterix.ednet.lsu.edu/~kfossey/4507/vidrubric.html.
|
WORK
|
BEGINNER 1
POINT
|
NOVICE 2
POINTS
|
INTERMEDIATE
3 POINTS
|
EXPERT 4
POINTS
|
|
Purpose
|
Makes limited use of
evidence in a simple statement
|
Make some use of evidence
in a somewhat complex statement
|
Makes logical use of evidence to correctly identify
the purpose
|
Makes through use of evidence to identify complex
aspects of the purpose
|
|
Content
|
Includes little essential
information and one or two facts
|
Includes some essential
information with a few citations and facts
|
Includes essential information and facts to give
viewers an understanding of the topic
|
Covers the topic completely and in depth with a
variety of resources. Encourages viewers to know more
|
|
Organization
|
Audience cannot understand
presentation because of weak organization
|
Presentation jumps around
and audience has difficulty following Information presented in a logical
sequence
|
Information presented in a
logical and very interesting sequence
|
Information presented in a logical and very
interesting sequence
|
|
Design
|
Shows poor selection of
graphics, fonts, sound and video
|
Selection
of media elements are adequate
|
Multimedia
elements are appropriate and enhance the presentation
|
All multimedia elements work well together and
demonstrate
|
Assessment
Directions: Identify what is being asked. Write your answer on the
space before each number.
_______________1. It is a visual
representation of information to understand
high-volume and complex data easily.
_______________2. These media reach
target audiences using airwaves as the
transmission medium.
_______________3.
A term used to integrate the different technologies emerging on one digital platform to organize and
distribute content. _______________4.
These media use paper and ink. Information is reproduced in a printing process
that is traditionally mechanical.
_______________5. A type of print media that refers to
pictures, photos, and images or graphics.
_______________6. It is the art and
technique of arranging the visual component of
the written word.
_______________7. A sketch or drawing intended as satire,
caricature, or humor.
_______________8. It uses textual designs to provide optical
illusions that improve readability and convey meaning.
_______________9.
This is a synergy of communication, computing, and content in the digital world.
_______________10. These are media devices that appeal to the
auditory sense. _______________11. It is also known as technological
convergence.
_______________12. Pictures with text are also considered as
_____________.
_______________13. The process of visual communication
that organizes and presents information developed through a creative process
for a particular purpose. _______________14.
Some examples of this type of media that store, communicate, and handle
digitally are animation and computer-controlled integration of text.
_______________15. A type of media that used text, numeric, and similar formats
handwritten or printed.
Additional Activities
Pick a news and show how it was presented using the print
text, broadcast, and new media.
1.
How was the news presented in print text, broadcast,
and new media?
2.
Does the way you receive the information on the news
change?
Your answer will be graded using the
following rubric.
|
Score
|
Description
|
|
2 points
|
Includes little essential
information and one or two facts
|
|
3 points
|
Includes some essential information with a few citations
and facts
|
|
4 points
|
Includes essential
information and facts to give viewers an understanding of the topic
|
|
5 points
|
Covers the message
completely and in depth with a variety of resources
|
12
Media and
Information
Literacy
Quarter 3 –
Module 4:
Media and Information Sources
This
instructional material was collaboratively developed and reviewed by educators
from public and private schools, colleges, and or/universities. We encourage
teachers and other education stakeholders to email their feedback, comments,
and recommendations to the Department of Education at [email protected].
We value your feedback and recommendations.
Department of Education • Republic of the Philippines
What I Need to Know
This module was designed and written to help
you acquire the skills in finding accurate and relevant information sources.
The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary levels 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.
After going through this module, you are expected to:
1. contrast Indigenous media to the more
common sources of information such as a library, the Internet, etc.
(MIL11/12MIS-IIIe-13) (MIL11/12MIS-IIIe-14)
What I Know
Write the letter that corresponds
to your answer on a separate sheet of paper.
1.
This means that there is no abuse of
resources and that various strategies are utilized to avoid risks.
a.
diversified production systems
b.
restraint in resource exploitation
c.
locally appropriate
d.
respect for nature
2.
A quality that characterizes indigenous people in the
Philippines, which is reflected in strong family and community ties and, with
them, feelings of obligation and responsibility to preserve the land for future
generations.
a.
dependent on nature for survival
b.
flexible
c.
locally appropriate
d.
social responsibility
3.
A quality of indigenous knowledge that means adapting
to new circumstances and being open to outside knowledge.
a.
diversified production systems
b.
flexible
c.
locally appropriate
d.
respect for nature
4.
A principle of indigenous practices where production is
for survival needs only; what are taken from the environment are only those
that are necessary for immediate survival.
a.
restraint in resource exploitation
b.
dependent on nature for survival
c.
social responsibility
d.
respect for nature
5.
Indigenous knowledge signifies a way of life that
adapts and advances with the local conditions.
a.
locally appropriate
b.
diversified production systems
c.
flexible
d.
respect for nature
6.
This refers to the distinctive knowledge kept to a
specific group of people.
a.
cultural knowledge
b.
indigenous knowledge
c.
internet
d.
library
7.
The following are other terms used to refer to
indigenous knowledge EXCEPT
a.
local knowledge
b.
folk knowledge
c.
people’s knowledge
d.
basic knowledge
8.
This is a source of information generated through a
systematic process of observing local conditions, experimenting with solutions,
and readapting previously identified solutions to modified environmental,
socio-economic, and technological situations.
a.
cultural knowledge
b.
indigenous knowledge
c.
internet
d.
library
9.
This library service refers to managing the library and
services, conveying
a.
administrative services
b.
computer services
c.
user services
d.
technical services
10. This
source of information is a “network of networks” that consists of millions of
smaller domestic, academic, business, and government networks. a. library
b.
ICT
c.
The Internet
d.
indigenous knowledge
11. These
sources of information are materials from a certain period of time, which have
not been filtered, modified through analysis, interpretation, or evaluation.
a.
library sources
b.
primary sources
c.
secondary sources
d.
tertiary sources
12. These
sources of information are analyses, interpretations, and evaluations of
primary sources.
a.
library sources
b.
secondary sources
c.
primary sources
d.
tertiary sources
13. What
source of information can the minutes of meetings, conferences, and symposia be
classified?
a.
library sources
b.
primary sources
c.
secondary sources
d.
tertiary sources
14. Where
can directories and yearbooks be classified?
a.
library sources
b.
primary sources
c.
secondary sources
d.
tertiary sources
15. Alethia
prepared her film review of The
Maleficent 2? Under what information source can her work be classified?
a.
library sources
b.
primary sources
c.
secondary sources
d.
tertiary sources
|
Lesson 1
|
Media and
Information Sources
|
In looking for any information, the main
considerations are, “What type of
information is needed?” and “Where can these pieces of information be found?” Acquiring
the skill of finding reliable sources of information will help you discover and
enhance more skills in 21st-century learning.
What’s In
Let’s recall what you have learned from the previous lesson
about the types of media. Match the sample media in column A to the types of
media in column B.
|
Column
A
|
Column
B
|
|
1.
blog
2.
infographics
3.
vlog
4.
voice recording
5.
magazines
6.
photography
7.
cartoons
8.
radio drama
9.
newspaper
10. podcasts
|
a. text
media
b. visual
media
c. audio
d. multimedia
e. new
media
|
What’s New
How well do you know?
How well do you know our
indigenous groups? Identify the tribe known for the
practices below.
1.
They have the binukot
(secluded), which refers to the most beautiful girls of a community who are
kept isolated by their families until they can be married off.
2.
Their farming system includes the payoh (rice terraces, muyung
(wood lot), and uma (swidden farms).
3.
They are the first to practice the slash-andburn system
in the country.
4.
They observe the practice of “kutkot,” where they dig up the remains of a loved one a year after
his/her death and dress it up in clothes
5.
Their tribal music is produced by musical instruments
they made.
6.
They are also known as a sea tribe.
7.
They are known as a tribe skilled in weaving and
plaiting.
Processing:
a.
Aetas
b.
Atis of Panay
c.
Badjaos
d.
Lumad tribes
e.
Igorot
f.
Hiligaynon tribe
g.
Hanunuo
Mangyan
•
What is the source of the information mentioned
above?
•
How are these sources of information classified?
What is It
Media and Information Sources
In searching for information, one needs help
in locating appropriate and reliable sources while also having access to them.
There are three main sources of information: indigenous knowledge, libraries,
and the Internet. In many instances, sources of information are also classified
as primary, secondary, and tertiary.
A. Indigenous Knowledge
Figure 1: A
group of Igorot pottery makers from Samoki, Mountain Province (c. 1910) Courtesy to:
https://www.flickr.com/photos/internetarchivebookimages/18246004349/
Indigenous knowledge is the distinctive
knowledge kept to a specific group of people. Local knowledge, folk
knowledge, people’s knowledge, traditional wisdom, or traditional science are other terms used
for it (Senanayak, 2006). Communities
generate and transmit this knowledge in certain periods to be able to adjust to
their agricultural, ecological, and socio-economic environments (Fernandez, 1994).
Meanwhile, according to Brouwers (1993), indigenous knowledge is “generated
through a systematic process of observing local conditions, experimenting with solutions, and readapting previously identified
solutions to modified environmental, socio-economic and technological situations.”
It usually becomes the basis of a certain community for their daily life.
Indigenous knowledge is transferred from one generation to another, either
orally (oral tradition) or through cultural rituals. Oral traditions involve legends, folktales, epics, myths, and folk
songs.
Dewalt (1994) identified certain features of
indigenous knowledge that are highly relevant in conservation and sustainable
growth:
•
Locally
appropriate. Indigenous knowledge signifies a way of life that has advanced
with the local conditions.
•
Restraint
in resource exploitation. Production is for survival needs only; only those
necessary for immediate survival are taken from the environment.
•
Diversified
production systems. There is no abuse of resources; various strategies are
utilized to avoid risks.
•
Respect
for nature. A ‘conservation ethic’ often exists. Here, the land is treated
as sacred.
•
Human
dependence on nature for survival. All species are interrelated; hence, one
affects the other.
•
Flexibility.
Indigenous knowledge means adapting to new circumstances and being open to
outside knowledge.
•
Social
responsibility. There are strong family and community ties, and with them,
feelings of obligation and responsibility to preserve the land for future
generations.
B. Library
As defined in Cambridge Dictionary, A library is “a building, room, or
organization that has a collection, especially of books, music, and information
that can be accessed by computer for people to read, use, or borrow.”
Aside from books and journals, libraries also
house advanced e-resources. Most libraries offer the following services:
•
User
services function in linking people to the information they are looking
for.
•
Technical
services function in gathering, cataloging, and preparing library
materials.
•
Computer
services function in maintaining databases, software programming, web page
design, and computer hardware maintenance in the library.
•
Administrative
services function in managing the library and services, conveying contracts
with sellers, supervising library employees, and preparing budgets.
Libraries are classified as academic, public, school, and
special.
•
Academic
libraries serve colleges and universities.
•
Public
libraries serve cities and towns of all types.
•
School
libraries serve students from
Kindergarten to Grade 12.
•
Special
libraries are located in specific environments (e.g., hospitals,
corporations, museums, military, private business).
C. Internet
As defined in the Oxford Dictionary, the Internet
is “a global computer network providing a variety of information and
communication facilities, consisting of interconnected networks using
standardized communication protocols.”
Essays, UK (2018) describes the internet as a “network of networks”
consisting of millions of smaller domestic, academic, business, and government
networks. Internet is also defined as the “worldwide publicly accessible
network of interconnected computer networks that transmit data by packet switching
using the standard Internet Protocol (IP)” (Merriam
Dictionary). It transmits information stored in files or documents on one
computer to another computer. It transfers together several information and
services, such as file transfer, electronic mail, interlinked web pages, online
chat, and other documents of the World Wide Web. While it is common to hear
people saying they found the “information on the Internet,” it is technically
more correct to say one finds information “through” or “using” the Internet.
Other Classifications of Information Sources
A. Primary Sources of Information:
Primary sources refer to “original materials.” These are materials
from a certain period of time that have not been filtered, modified through
analysis, interpretation, or evaluation. Also, primary sources are the bases of
other researches. They are commonly the raw products of written texts (print or
electronic format). Hence, they show original thinking, present a discovery, or
impart new information. The following are examples of primary sources of
information:
|
Artifact. It refers to something
made or created by humans, such as a tool or a work of art, especially an object
of archaeological interest.
|
Diary.
It is a record with distinct entries organized by date reporting on
daily activities or other periods. It can be personal, which may include a
person's experiences, thoughts, and/or feelings.
|
|
Figure 2: 19th century guidon
holder from the Philippines, wood with traces of gesso, HAAI Source:
https://commons.wikimedia.org/
|
Figure 3:
This is the last entry from
William
Viers Bouic's (my Great Great Grandfather) law school diary Source:
https://www.flickr.com/photos/bdorf man/15846725
|
|
Patent. This is the granting of a
right to an inventor by a sovereign
|
Audio/
video recording.
|
authority.
This grant affords the inventor exclusive rights to the patented process, design,
or invention for a designated
period in exchange for a comprehensive disclosure of the invention.
Figure 5:
Camera recording Source:
https://www.pikist.com/freephoto-vvwlt
Figure 4:
Patent Source: https://en.wikipedia.org/wiki/File:Pat ents.jpg
Other examples of primary sources include
e-mails, interviews, journal articles, letters, minutes of meetings,
conferences and symposia, newspaper articles, original documents (e.g., birth
certificate, marriage certificate), photographs, records of organizations,
research survey results, speeches, works of art, literature, architecture, and
music, and websites.
B. Secondary Sources of Information:
Compared to primary sources, secondary
sources are not easily defined. Generally, written after an original product,
they usually aim to give reflection or analysis. In short, they are analyses,
interpretations, and evaluations of primary sources. Secondary sources are not
proof, but rather explanation on and discussion of evidence. Secondary sources
may be classified as index type, survey type, and reference type.
•
Indexes are typically found as one
or more individual volumes at the end of a set. Examples are index,
bibliography, indexing periodicals, and abstracting periodicals.
•
Survey type involves the product of
examination or description of someone or something. Examples are reviews,
treatises, and monographs.
•
The reference type consists of materials
collected from others’ works such as encyclopedia, dictionary, handbook, manual
and critical tables.
C. Tertiary Sources of information:
Tertiary sources are commonly confused with
secondary sources. Tertiary sources involve information that collects and organizes
primary and secondary sources. Tertiary sources include bibliographies of
bibliographies, directories and yearbooks, guides to literature, and lists of
research in progress.
What’s More
Activity 1
Read the texts below and work on the activity that follows.
TEXT
A
KAREN DAVILA: You have seen the Chinese reaction, and their reaction is they called
the UNCLOS decision as a scrap of paper, it’s waste paper. In fact, they have
increased their presence in the South China Sea and even the West Philippine
Sea. Where should the Philippines go from here given that you have there’s a
decision and the question worldwide is who enforces a decision where the one
who you should enforce it to is ignoring the very decision?
JUSTICE CARPIO: We have a Filipino scholar, he wrote an article, a survey of decisions
of the ICJ the arbitral tribunals. In that article, he said over 95 percent of
decisions of the ICJ, the ITLOS, and the other arbitral tribunals were
eventually complied with. But initially, the losing party will say, ‘We will
not comply.’ It has happened several times. The losing party will say, ‘We will
not comply.’ They hold demonstrations. They threaten to withdraw, but in the
end, they comply. It may take time. Compliance may take other forms, but the
compliance is there if the other party is satisfied. In international law, you
don’t expect losing party to immediately comply. It takes time. They have to
prepare their people to comply, especially in China, the mindset is the South China
is theirs. They have been taught that from grade school to college, but it will
happen in the end. We have to look at this in a very long-term perspective.
That’s one. Two, the naval powers---. You see, there are two parts to the
ruling. When the ruling declares that the nine-dash lines are void,
immediately, you have now the high seas in the middle of the South China Sea.
That’s about 25%. Around the high seas, you have the EEZs. Under UNCLOS, the
high seas are open to mankind. The warships can sail there; warplanes can fly
over there. It’s freedom of navigation and flight. That is true also for the
EEZs. Majority of all countries take the position that in EEZs, there’s freedom
of navigation not only for merchant ships but also for warships and warplanes.
SOURCE:
https://news.abs-cbn.com/focus/07/14/16/transcript-justice-antonio-carpio-onsouth-china-sea-conflict
TEXT
B
Excerpt
From The News Article, “Morales: West Philippine Sea Belongs to Filipinos, Not
to Duterte, Not to China
MANILA, Philippines—"The West Philippine Sea belongs to Filipinos,
not to Duterte, not to China.”
Former Ombudsman Conchita Carpio-Morales declared this on Friday as she
demanded accountability on China’s destruction of the marine resources in the
disputed territories.
Speaking at the West Philippine Sea forum, Morales pointed out that
Manila’s 2016 arbitral victory against China’s expansive claim in the West
Philippine Sea showed that the Chinese government violated its obligation to
protect the marine environment through “tolerance of Chinese illegal fishing,
massive land reclamation and the construction of artificial islands.”
China, however, openly rejected the arbitral award and continues to push
with its militarization in the area. The Duterte administration, meanwhile,
decided to set aside the award and engage Asia’s largest economy in bilateral
talks.
This, according to Morales, has prompted Filipinos to “find creative and
viable ways to enforce the award because our [leaders] refuse to do so.”
“The inhumane acts of Chinese officials in the South China Sea
constitute crimes against the ICC’s jurisdiction,” she stressed.
SOURCE: https://globalnation.inquirer.net/177821/morales-west-philippinesea-belongs-to-filipinos-not-to-duterte-china
Assessment 1
Analyze the source of
information utilized in the texts. Explain your considerations before arriving
at your answer. Use a separate sheet of paper.
|
Text
|
Information
Source
|
|
Justifications
|
|
Example:
|
Tertiary
source
|
|
The text combines
information from various sources.
|
|
|
|
|
The role of the writer is to compile and
organize perspectives from various sources.
|
|
Text A
|
|
|
|
|
Text B
|
|
|
|
Each
justification will be graded using the following rubric.
|
Score
|
Description
|
|
2 points
|
The justification includes
little essential information and one or two facts.
|
|
3 points
|
The justification includes some essential information with
a few citations and facts.
|
|
4 points
|
The justification includes
essential information and facts to give viewers an understanding of the given
text.
|
|
5 points
|
The justification covers complete and
in-depth information with a variety of resources.
|
What I Have Learned
Ponder
on the following questions:
1.
Why and how should we preserve indigenous knowledge?
2.
Why is it necessary to determine the source of
information?
Your
answer will be graded using the following rubric.
|
Score
|
Description
|
|
2 points
|
Is unable to or
infrequently uses deductive and inductive reasoning skills
|
|
3 points
|
Uses deductive and inductive reasoning skills
inconsistently and weakly
|
|
4 points
|
Uses deductive and
inductive reasoning skills competently
|
|
5 points
|
Uses deductive and
inductive reasoning skills consistently and with ease
|
What I Can Do
You are challenged to create a video clip
showcasing your community. You will explore its history and culture by
interviewing the elders within your community, making them your source of
indigenous knowledge or primary source of information. To validate the
information you have gathered, you can also use other sources (secondary,
tertiary, library, internet).
RUBRIC ON VIDEO PROJECT
Source:
http://asterix.ednet.lsu.edu/~kfossey/4507/vidrubric.html.
|
WORK
|
BEGINNER
1 POINT
|
NOVICE
2 POINTS
|
INTERMEDIATE 3 POINTS
|
EXPERT
4 POINTS
|
|
Organization
|
The audience cannot
understand the presentation because of weak organization
|
Presentation jumps around, and the audience has difficulty
following Information presented in a
logical sequence
|
Information presented in a logical and
very
interesting sequence
|
Information presented in a logical and very
interesting sequence
|
|
Design
|
Shows poor selection of
graphics, fonts, sound, and video
|
Selection of media elements are adequate
|
Multimedia elements are appropriate and
enhance the presentation
|
All
multimedia elements work well together and
demonstrate
|
|
Content
|
Includes little essential
information and one or two facts
|
Includes some essential information with a
few citations and facts
|
Includes essential information and facts to
give viewers an
understanding of the topic
|
Covers the topic completely and in-depth
with a variety of resources. Encourages viewers to know more
|
|
Graphics
(If the product is a video)
|
Poor use of graphics or no graphics
|
Occasionally uses graphics but these rarely
support the presentation
|
Graphics vary and relate to the presentation
|
Graphics explain and
reinforce the message
|
|
Sound
(If the product is a video)
|
Poor use of sound or no
sound used
|
Some use of sound, but of poor quality. The
audience has trouble understanding
|
Sound and music are used to convey the
message. The audio is clear.
|
Excellent use of sound and music to
reinforce the message
|
|
Collaboration
|
Obvious that the presentation was created
by one person
|
Presentation a result of a group effort,
but only some members contributed
|
Students worked together and were assigned
different roles. Effective teamwork.
|
The final product represents something that
would have been impossible to accomplish.
|
Assessment
Multiple
Choice.
I. Write
the letter that corresponds to your answer on a separate sheet of paper.
1.
Some Aetas in
Pampanga started to adapt to changes brought by modernization. What
characteristic of indigenous knowledge is described?
a.
diversified production systems
b.
flexible
c.
locally appropriate
d.
respect for nature
2.
The indigenous peoples are keen on their commitment to
preserving their resources. What characteristic of indigenous knowledge is
described?
a.
restraint in resource exploitation
b.
dependent on nature for survival
c.
social responsibility
d.
locally appropriate
3.
The indigenous groups maintain their stand that in any
changes, they must take into consideration the welfare of the community. What
characteristic of indigenous knowledge is described?
a.
dependent on nature for survival
b.
flexible
c.
locally appropriate
d.
social responsibility
4.
The local government must ensure that any attempts for
advancement should not sacrifice the land that the indigenous peoples consider
as “sacred”. What characteristic of indigenous knowledge is described?
a.
locally appropriate
b.
diversified production systems
c.
flexible
d.
respect for nature
5.
Strategies should be utilized to avoid risks in any
attempts for development.
What characteristic of indigenous knowledge is described?
a.
diversified production systems
b.
flexible
c.
locally appropriate
d.
social responsibility
II.Determine
the source of information on the following situations. Choose the letter of the
best answer from the box. Write the chosen letter on a separate sheet of paper
|
a. PRIMARY
|
b. SECONDARY
|
c. TERTIARY.
|
6.
Fille received the proposal letter via electronic mail.
7.
Rainier interviewed selected National Artist awardees.
8.
Chris compiled bibliographies written about Andres
Bonifacio.
9.
Risse completed her critique paper on the five
Philippine Drama Series in 2019.
10. Miss
Maita organized the list of researches based on the year of publication.
11. Marlyn
took a video of Sorsogon’s entry to The
Guinness Book of World Records, “Pantomina sa Tinampo.”
12. Alethia
collected and published the photos taken by her mother for a decade.
13. Kia
made a list of the poems posted on her blog.
14. Grace
received a letter from her best friend.
55
15. Charie
took a video record of the oral presentations at the Research Conference she
attended.
Additional Activities
Survey on the libraries in your city.
Make a comparative analysis of the features they offer.
|
|
Library 1
|
Library 2
|
Library 3
|
Library 4
|
Library 5
|
|
Library
Environment and Physical Space
|
|
1. sufficient work areas
|
|
|
|
|
|
|
2. special display areas
|
|
|
|
|
|
|
3. special activity corners
|
|
|
|
|
|
|
4. decorations and displays
|
|
|
|
|
|
|
Administration
and Management
|
|
5. development and management of the
inventory of books
|
|
|
|
|
|
|
6. well inventoried and cataloged
library database
|
|
|
|
|
|
|
7. conduct of regular planning,
evaluation, and monitoring
|
|
|
|
|
|
|
8. management of human and material
resources
|
|
|
|
|
|
|
9. adequate budget in managing
resources
|
|
|
|
|
|
|
10. utilization of appropriate
technology
|
|
|
|
|
|
|
11. well-trained library personnel
|
|
|
|
|
|
|
Program
Management
The library provides:
|
|
12. book lending programs
|
|
|
|
|
|
|
13. literacy programs
|
|
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14. outreach programs
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12
Media and
Information
Literacy
Quarter 3 –
Module 5:
Media and
Information Languages
This
instructional material was collaboratively developed and reviewed by educators
from public and private schools, colleges, and or/universities. We encourage
teachers and other education stakeholders to email their feedback, comments,
and recommendations to the Department of Education at [email protected].
We value your feedback and recommendations.
What I Need to Know
This module was designed and written to help
you understand various media and information languages. Having been equipped
with knowledge on media and information sources and having acquired the skills
in finding accurate and relevant information sources, you will now be armed
with another important tool for media and information literacy – media and
information language. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse
vocabulary levels 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.
After going through this module, you are expected to:
1.
present an issue in varied ways to disseminate information using the codes,
convention, and language of media (MIL11/12MILA-IIIf15)/ (MILI11/12MILA-IIIf16)
What I Know
Choose the letter of the best answer. Write the chosen letter
on a separate sheet of paper.
1.
It refers to the various interpretations that the text
suggests to the audience.
a.
connotative meaning
b.
denotative meaning
c.
media language
d.
media producer
2.
They are the people who initiate, plan, and produce
media texts.
a.
audience
b.
media directors
c.
media producers
d.
stakeholders
3.
They refer to the people or organizations that share
the same interests or intentions.
a.
audience
b.
media directors
c.
media producers
d.
stakeholders
4.
The meaning of the product is not based on the product
itself but on the interpretation of the audience.
a.
form conventions
b.
symbolic codes
c.
technical codes
d.
written codes
5.
It is a symbolic code that means “everything within the
frame”.
a.
acting
b.
color
c.
mise en scene
d.
setting
6.
It refers to the time and place of the narrative or a
specific scene.
a.
acting
b.
color
c.
mise en scene
d.
setting
7.
It refers to the portrayal of the actors in creating
media products.
a.
acting
b.
color
c.
mise en scene
d.
setting
8.
Considerations on this are highly connotative when it
comes to interpretations. It is also usually associated with cultural aspects.
a.
acting
b.
color
c.
mise en scene
d.
setting
9.
This points out that the knowledge and connotations of
different camera angles and shots make sense when looking at films and
photographs but mean nothing outside those forms.
a.
form conventions
b.
symbolic codes
c.
technical codes
d.
written codes
10. This
type of convention refers to how the types of media codes are expected to be
arranged.
a.
form conventions
b.
genre conventions
c.
story conventions
d.
technical conventions
11. It
is the process of looking into the demographics (age, gender, social status,
etc.) and psychology (values, beliefs, attitude) of the audience.
a.
audience analysis
b.
media product planning
c.
media research
d.
product analysis
12. This
refers to the exact information (not expectations) which the audience brings
about the media output.
a.
Audience Engagement
b.
Audience Expectations
c.
Audience Foreknowledge
d.
Audience Identification
13. This
refers to the monitoring of the audience before, during, and after the
production of the media text.
a.
Audience Analysis
b.
Audience Foreknowledge
c.
Audience Placement
d.
Audience Research
14. This
refers to the reaction of the audience to the media text. Different people
react in varied ways to the same text.
a.
Audience Analysis
b.
Audience Engagement
c.
Audience Identification
d.
Audience Placement
15. This
refers to the connection built by the media text to the audience.
a.
Audience Analysis
b.
Audience Engagement
c.
Audience Expectation
d.
Audience Identification
|
Lesson 1
|
Media and
Information Languages
|
Media and information literacy involves a
full understanding of how information, signs, symbols, and meanings are being
communicated through various media. Language is considered to be one important
medium to communicate. As a medium of communication, language is defined as a
“system of arbitrary, vocal symbols that permit all people in a given culture,
or other people who have learned the system of that culture, to communicate or
to interact” (Finocchioro, in Jiang, 2010). Language carries various facets and
functions. In this module, you will learn one aspect of language: the language
as it functions in media and information.
What’s In
Word Search
You are
now challenged to recall the concepts that you have learned during the previous
discussion. Look for the words
related to media and information sources from the table below.
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D
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Q
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M
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M
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F
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What’s New
Symbols Exposed
Identify
the names and meaning of the symbols below.
|
Symbol
|
Name
and Meaning
|
|
1. 
https://commons.wikimedia.org/wiki/File:.svg
|
A. Yin Yang is a significant symbol in
Chinese philosophy
which signifies perfect balance.
B. Caduceus is often mistakenly considered
as a medical symbol (instead of the Rod of Asclepius). It actually signifies
trade and negotiation.
|
|
|
|
2.
https://en.wikipedia.org/wiki/File:.svg
|
C. Trinity Knots is the threecornered symbol in
the ancient Celtic which signifies the Holy Trinity. It also represents the
three promises
of a relationship: to love,honor, and protect.
D. Peace Sign is originally created to
encourage British nuclear disarmament.
E. Swastika, although usually linked to Nazi
anti-semitism and the carnage of World War II, the swastika actually has
auspicious meanings in some other cultures.
|
|
3. 
https://en.wikipedia.org/wiki/File:Nazi.svg
|
|
4. 
https://commons.wikimedia.org/wiki/File:Font_Awes
ome_5_solid_.svg
|
|
5.
https://commons.wikimedia.org/wiki/File:
svg
|
What is It
Media Language
Media
language denotes how media producers make meaning about a certain medium
(advertisement, TV show, film, etc.) they are producing and how they transfer
that meaning to their target audience. It allows the audience to convey the
meaning of the text through its signs and symbols. These signs and symbols used
in media text do not have a single meaning. It is expected that audiences have
different interpretations and will use different meaning systems. In
interpreting these signs and symbols, audiences may interpret the media text
denotatively or connotatively. Denotative
meaning is the literal meaning of the media text while connotative meaning refers to the various interpretations that the
text suggests to the audience which are often associated with their culture,
values, beliefs, etc. For example, the use of the nonverbal signal “thumbs up”
may mean “Job well done!” in western
cultures but it is a rude gesture in some countries in the Middle East.
Media Codes and Conventions
In interpreting the meaning of the media
text, you have to be able to understand two of the most significant aspects of
media and information language – the codes and conventions. Media codes and
conventions are the very foundations of all the existing media. Media codes commonly have an established
meaning, denotation or connotation, to the target audience. Meanwhile,
conventions refer to the possible methods in which codes are organized in a
product.
Types of Media Codes
There are three types of media codes:
symbolic codes, technical codes, and written codes.
Symbolic
codes are audience-based. The meaning of the product is not based on the
product itself but on the interpretation of the audience. For example, a film
with a scene waving a white flag symbolizes “retreat” or “surrender”. In
reality, the audience who sees someone
waving a white flag may interpret it the same way. The symbolic codes in
media include setting, mise en scene,
acting and color.
•
Setting refers to the time and place of
the narrative or a specific scene.
•
Mise en
scene is a French term that means “everything within the frame”. It
describes all the features (set design, costume, props, staging) within a frame
of media products.
•
Acting
refers to the portrayal of the actors in creating media products.
•
Color
considerations are highly connotative when it comes to interpretations. It is
also usually associated with cultural aspects.
Technical
codes refer to codes specific to a media form alone. The knowledge and
connotations of different camera angles and shots make sense when looking at
films and photographs but mean nothing outside those forms. The technical codes
include camerawork (camera operation,
positioning, and movement for desired specific effects), editing (the process of selecting, operating, and ordering images
and sound), audio (expression and
utilization of sounds), and lighting
(the manipulation of light based on the target mood).
Written
codes are the formal written language used in creating a media product. It
includes the printed language (the text visible with the media frame which is
the text you can see within the frame) and the spoken language which includes
the dialogues and even the lyrics of the song.
Types of Conventions
Conventions refer to the recognized ways of
using media codes. The types of conventions include form conventions, story
conventions, and genre conventions.
Form conventions are ways in which the
types of media codes are expected to be arranged. For instance, the title and
main casts are expected to appear at the beginning of a movie while the credits
are expected to appear at the end. A number of television series usually begin
with a short recap of the previous episode and end with a preview of the next
episode.
Story
conventions refer to the basic structures of narratives. Examples of story
conventions involve narrative structures, character constructions, and point of
view.
Genre
conventions refer to the common use of the elements of narratives such as
the characters, settings, or themes in a certain type of media. Genre conventions
can be formal or thematic and are usually linked to the expectations of the
audience.
Media producers, stakeholders, and audience
Aside from media language, media
practitioners also look into other elements such as the producers, the
stakeholders, and the audience. The media
producers refer to the people who initiate, plan, and produce media texts.
They need to have the skill in assessing the media texts and a thorough
understanding of the target product; and the processes that go into creating the
products. Meanwhile, the stakeholders
refer to people or organizations that share the same interests or intentions.
The audience, on the other hand, is
a significant element in delivering media texts. All media texts are made with
a target audience in mind. Producers conduct an audience analysis before coming
up with a media text. Audience analysis
is the process of looking into the demographics (age, gender, social status,
etc.) and psychology (values, beliefs, attitude) of the audience. Producers
also consider the reaction of the audience by looking into the following:
•
Audience Engagement. This refers to
the reaction of the audience to the media text. Different people react in
varied ways to the same text.
•
Audience Expectations. This refers
to the anticipation of the audience about the text. Producers may satisfy or
shatter the audience’s expectations.
•
Audience Foreknowledge. This refers
to the exact information (not expectations) which the audience brings about the
media output.
•
Audience Identification. This refers
to the connection built by the media text to the audience.
•
Audience Placement. This refers to
the strategies producers use to make the audience feel that the media text is
made specifically for them.
•
Audience Research. This refers to
the monitoring of the audience before, during, and after the production of the
media text.
What’s More
Activity 1.1
The following pictures are taken from
different advertisements. You are tasked to interpret the media language by
indicating the codes, conventions, and meaning. Write the meaning of the media
text on a separate sheet of paper.
|
Advertisement
1
|
Advertisement
2
|
|
https://i.pinimg.com/originals/99/4f/e6/994fe6f972
0c112c9ed947bc8449f32c.jpg
|
http://dimland.blogspot.com/2016/11/
|
|
Code:
______________________________________ Convention:
______________________________________
Meaning/s:
______________________________________
______________________________________
|
Code:
______________________________________ Convention:
______________________________________
Meaning/s:
______________________________________
______________________________________
|
|
Advertisement
3
|
Advertisement
4
|
|
https://www.seenox.org/meaningful-innovativesocial-ads/
|
https://www.seenox.org/meaningful-innovativesocial-ads/
|
|
Code:
______________________________________ Convention:
______________________________________ Meaning/s:
______________________________________
______________________________________
|
Code:
______________________________________ Convention:
______________________________________ Meaning/s:
______________________________________
______________________________________
|
The
meaning for each advertisement will be graded using the following rubric.
|
Score
|
Description
|
|
2 points
|
Is unable to or
infrequently uses deductive and inductive reasoning skills
|
|
3 points
|
Uses deductive and inductive reasoning skills
inconsistently and weakly
|
|
4 points
|
Uses deductive and
inductive reasoning skills competently
|
|
5 points
|
Uses deductive and
inductive reasoning skills consistently and with ease
|
Activity 1.2
Decoding Codes and Conventions
Watch the commercial entitled “Kahera” from
the link below and analyze its codes, conventions, and messages by completing
the table.
https://www.youtube.com/watch?v=Uw66Da0GFPM
|
CODES
|
|
Symbolic codes Setting:
___________________________________________________________________
Mise en scene
___________________________________________________________________
•
Acting
___________________________________________________________________
•
Color
___________________________________________________________________
Technical Codes
•
Camerawork
___________________________________________________________________
•
Editing
___________________________________________________________________
•
Audio
___________________________________________________________________
•
Lighting
___________________________________________________________________
Written Codes
•
Printed language
___________________________________________________________________
•
Spoken Language
___________________________________________________________________
|
|
CONVENTIONS
|
|
Form Conventions
___________________________________________________________________
___________________________________________________________________
Story Conventions
___________________________________________________________________
___________________________________________________________________
Genre Conventions
___________________________________________________________________
___________________________________________________________________
|
|
MESSAGE
|
|
___________________________________________________________________
___________________________________________________________________
|
The
response under Message of the given
advertisement will be graded using the following rubric.
|
Score
|
Description
|
|
2 points
|
Includes little essential
information and one or two facts
|
|
3 points
|
Includes some essential
information with a few citations and facts
|
|
4 points
|
Includes essential
information and facts to give viewers an understanding of the topic
|
|
5 points
|
Covers the message
completely and in-depth with a variety of resources
|
What I Have Learned
Ponder
on the following questions:
1.
How do we get the meaning of code and conventions?
2.
How significant is learning media and information
languages?
Your
response to these questions will be graded using the following rubric.
|
Score
|
Description
|
|
2 points
|
Is unable to or
infrequently uses deductive and inductive reasoning skills
|
|
3 points
|
Uses deductive and inductive reasoning skills
inconsistently and weakly
|
|
4 points
|
Uses deductive and
inductive reasoning skills competently
|
|
5 points
|
Uses deductive and
inductive reasoning skills consistently and with ease
|
What I Can Do
You are challenged to produce an
advertisement (print or non-print) that highlights gender empowerment. As a
producer, you are expected to apply the necessary guidelines and codes, and
conventions in creating media products. Refer to the rubric provided below.
RUBRIC FOR
ADVERTISEMENT
|
|
Excellent
4
|
Good
3
|
Satisfactory
2
|
Needs
Improvement 1
|
|
Written
Codes
|
The project
shows
significant evidence of originality and inventiveness. The majority of the content
and many of the ideas are fresh, original, and inventive.
|
The project shows some evidence of originality and
inventiveness.
|
The work is an extensive collection and rehash of other
people's ideas, products, and images. There
is little
evidence of new thought or inventiveness.
|
The work is a
minimal
collection or rehash of other people's ideas,
products, and images. There is no evidence of new thought.
|
|
Symbolic
and
Technical
Codes
|
The advertisement
is an aesthetically pleasing, creative, and original
example of the chosen format.
|
The advertisement is aesthetically pleasing/creati
ve/or original and a good example of the chosen format.
|
The advertising is pleasing and
is a satisfactory example of the chosen format.
|
The advertisement is unoriginal and is not an
example of the chosen format.
|
|
|
|
|
|
|
|
Advertising
Technique
|
The advertisement uses the chosen advertising
technique creatively and well.
|
The advertisement is a good example of the use of
the advertising technique.
|
The advertisement uses the advertising technique
satisfactorily, but not creatively.
|
The chosen advertising technique is not followed or
no advertising technique exists.
|
|
|
Assessment
Multiple
Choice.
A. Determine
the type of codes and conventions described in the following situations.
1.
The producer decided to shoot during sunset to
highlight the end of life.
a.
symbolic codes
b.
technical codes
c.
written codes
2.
The TV commercials of any cigarettes include the
warning, “Smoking is dangerous to your health” at the end. a. symbolic codes
b.
technical codes
c.
written codes
3.
The editor decided to present the images based on the
themes.
a.
symbolic codes
b.
technical codes
c.
written codes
4.
The actors selected can deliver the piece effectively.
a.
symbolic codes
b.
technical codes
c.
written codes
5.
The director asks for a retake of the scene due to an
incorrect camera angle.
a.
symbolic codes
b.
technical codes
c.
written codes
6.
The film producer decided to end the film through the
use of the cliffhanger technique.
a.
form conventions
b.
story conventions
c.
genre conventions
7.
The film director allotted 20 seconds for the
recapitulation of the previous episodes.
a.
form conventions
b.
story conventions
c.
genre conventions
8.
The viewers were surprised when the 10th
episode began by showing the scenes from the previous episode. a. form
conventions
b.
story conventions
c.
genre conventions
9.
Due to the involvement of the main cast in an accident,
the producer decided to revise the flow of the story. a. form conventions
b.
story conventions
c.
genre conventions
10. The
audience were left emotional when the ending of the movie falls opposite from
their expectation due to the death of the main character. a. form conventions
b.
story conventions
c.
genre conventions
B. Identify
the element that producers need to give focus on to win the approval of the
audience. Choose the letter of the best answer from the box. Write the chosen
letter on a separate sheet of paper.
a.
Audience Engagement
b.
Audience Expectations
c.
Audience Foreknowledge
d.
Audience Identification
e.
Audience Placement
f.
Audience Research
11. As
Rowel watched the commercial, he felt that the storyline talked about his own
experiences.
12. Marisse
felt that the prince in the advertisement was actually calling her “his
princess”.
13. Michael,
the commercial producer, conducted a survey to check on the effectiveness of
the commercial.
14. Myline
loved the film while Jeric seemed not to appreciate its content.
15. Khaye
expected the film to be a blast since the actors involved are considered the
best in the industry. However, she was disappointed after watching it.
Additional Activities
Take a picture of at least five
signage in your community. Explain its meaning and purpose.
|
Signage
|
Meaning
and Purpose
|
|
1.
|
|
|
2.
|
|
|
3.
|
|
|
4.
|
|
|
5.
|
|
The
response under Meaning and Purpose of
the signages will be graded using the following rubric.
|
Score
|
Description
|
|
2 points
|
Includes little essential
information and one or two facts
|
|
3 points
|
Includes some essential
information with a few citations and facts
|
|
4 points
|
Includes essential
information and facts to give viewers an understanding of the topic
|
|
5 points
|
Covers the message
completely and in depth with a variety of resources
|
|
|
|
Answer Key
|
|
|
|
|
|
12
Media and
Information
Literacy
Quarter 3 –
Module 6:
Legal,
Ethical, and Societal Issues in Media and Information
This
instructional material was collaboratively developed and reviewed by educators
from public and private schools, colleges, and or/universities. We encourage
teachers and other education stakeholders to email their feedback, comments,
and recommendations to the Department of Education at [email protected].
We value your feedback and recommendations.
Department of Education • Republic of the Philippines
What I Need to Know
This module was designed and
written to help you demonstrate an understanding of the legal, ethical, and
societal issues in the use of media and information. 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.
After going through this module, you are expected to:
1.
cite practical situation when to apply knowledge in
intellectual property, copyright, and fair use guidelines
(MIL11/12LESI-IIIg-17)
2.
create a campaign ad to combat digital divide,
addiction, and bullying
(MIL11/12LESI-IIIg-19)
What I Know
Choose the letter of the answer that best fits each
description. Write the chosen letter on a separate sheet of paper.
1.
This refers to creations of the mind such as
inventions, literary and artistic works, designs and symbols, names, and images
used commercially.
a.
fair use c.
creative commons
b.
copyright d.
intellectual property
2.
Republic Act No. 10175, also known as Cybercrime
Prevention Act of 2012, serves this primary purpose.
a.
promotion of cybercrime awareness
b.
forum for intellectual property services, policy,
information, and cooperation
c.
protection of the fundamental right of privacy, and of
communication while ensuring the free flow of information
d.
provision of definition, prevention, investigation,
suppression, and imposition of penalties for cybercrime
3.
This type of intellectual property is an exclusive
right for an invention.
a.
patent c.
trademark
b.
copyright d.
industrial design
4.
This is an economic inequality between groups in terms
of access to, use of, or knowledge of ICT (Information and Communications
Technology).
a.
fair use c.
digital divide
b.
flame war d.
digital footprint
5.
This is a set of rules for properly behaving online.
a.
netiquette c.
digital literacy
b.
digital law d.
digital citizenship
6.
This is a legal term used to describe the rights that
creators have over their literary and artistic works.
a.
patent c.
trademark
b.
copyright d.
creative commons
7.
This is the excessive use of computers to the extent
that it interferes with daily life, which may result in problems with social
interaction, or affect mood, relationships, and thought processes.
a.
flame war c.
gaming disorder
b.
cyberbullying d.
computer addiction
8.
Also colloquially referred to as piracy, this occurs
when a copyrighted work is reproduced, distributed, performed, publicly
displayed, or made into a derivative work without the permission of the
copyright owner.
a.
fake news c.
infringement
b.
plagiarism d.
intellectual property theft
9.
Intellectual property rights may be protected by any of
the following except this one.
a.
registration of creation c. use of confidentiality clause
b.
assignment of inventions d. keeping the secrecy of the product
10. This
icon informs one that the work is protected by creative commons wherein one can
use the work without permission but under certain circumstances.
a.
c.
b.
d.
|
Lesson 1
|
Legal,
Ethical, and Societal
Issues in Media and Information
|
Go online and check the number of
hate posts that you can see in your social media news feed. Recall if you have
ever been confused about a product with an imitation because their design
looked almost similar. How about recalling if your favorite song cover, movie,
Netflix TV show, or Korean drama was blocked when you looked for it on YouTube
or other online sites? How many of your
friends have neglected their personal relationships and duties because of
excessive or compulsive use of the Internet? Are you alike? These situations in
new media may pose threats and risks to any individual. Therefore, you need to be media and information literate
to avoid the possible risks of using the Internet. Being able to recognize and
understand the issues in this module is a part of becoming not only a media and
information literate individual but also a responsible digital citizen.
Digital citizenship is the “ability
to find, access, use and create information effectively; engage with other
users and with content in an active, critical, sensitive and ethical manner;
and navigate the online and ICT environment safely and responsibly, being aware
of one’s own rights” (UNESCO, 2016, p. 15 as cited in Shin, T.S. et al. 2019,
p.19). Thus, understanding the issues in this module and their related legal,
ethical, and societal implications can empower you to become more ready,
resilient, respectful, and responsible users and creators in the digital world.
In this module, you will learn about some of the most common issues in the use
of media and information within your community, with a mindful path to digital
citizenship.
What’s In
ODD ONE OUT.
Recall the previous lesson about media and information languages. Identify the
item that does not belong to the group. On the line below, classify what
general classification is common among the rest of the items.
1. camera shots, lighting, color,
audio
__________________________________
2. code, form, story, genre
__________________________________
3.
producers, audience, stakeholders, conventions
__________________________________
4.
symbolic, genre, technical, written
__________________________________
5.
mise en scène, setting, editing, acting
__________________________________
What’s New
How well do you know?
Read each of the following situations and evaluate if
the action done is good or bad. If it is good, draw a thumbs UP emoji, and if
bad, a thumbs DOWN. Justify your answer with a short explanation.
|
|
Situation/Issue
|
Evaluation/Explanation
|
|
1.
|
As a loyal friend, you
should take part in the bashing, spreading of hateful comments, and sharing
of related spiteful information about the person who cyberbullied your
friend.
|
|
 Explain
Source:
https://commons.wikimedia.org/
|
|
|
2.
|
Your tech-savvy sibling has taught you online sites
wherein you can download recent movies for free. These sites are not
authorized however many are using them without being caught. Although
tempted, you did not visit any of the sites and asked for the authorized sites
instead.
|
|
|
3.
|
You secured a CCTV
recording of your classmate’s assailant. You were asked to share the copy
online but you refused unless your classmate seeks permission from the other
people captured in the video.
|
|
|
4.
|
Your Facebook account is yours so it is rightful
that you post private or personal information in public since they are solely
yours. You simply believe that your life is an “open book”.
|
|
|
5.
|
As an avid Ms. Universe fan, you came across a
disgraceful comment about your country’s candidate in the pageant from an
online user in another country. You join an online group on Facebook against
the said user exchanging a chain of hateful remarks, series of ad hominems
and strong criticisms against that person using a sense of patriotism as
justification.
|
|
Guide Questions for Processing:
1.
What are the issues about?
2.
Is there a Philippine law violated in any of the
situations?
3.
What criteria did you set in evaluating the actions in
each situation? How do the criteria help you arrive at a better judgment of the
situation?
What is It
Legal, Ethical and Societal Issues in Media and Information
With the growing online community in
this new information age, people must know and understand their rights and
responsibilities as media and information providers and consumers in order to
become digital citizens. Significantly encompassing these rights and
responsibilities are the issues of Intellectual Property, Fair Use, Netiquette,
Internet Addiction, and Cyberbullying.
A. INTELLECTUAL PROPERTY (IP)
World
Intellectual Property Organization (WIPO), the global forum for intellectual
property services, policy, information, and cooperation, defined Intellectual Property (IP) as referring
to the “creations of the mind, such as inventions; literary and artistic works;
designs; and symbols, names, and images used in commerce” (World Intellectual
Image courtesy:
Property Organization, 2016).
https://www.wipo.int/portal/en/
It can be classified into two categories
namely, (1) Industrial Property which includes
patents, trademarks, industrial designs and geographical indications and
appellations of origin; and (2) Copyright which covers literary
works (such as novels, poems, and plays), films, music, artistic works (e.g.
drawings, paintings, photographs, and sculptures) and architectural design.
Rights related to copyright include those of performing artists in their
performances, producers of phonograms in their recordings, and broadcasters in
their radio and television programs (WIPO, 2016).
In the Philippines, IP is protected
under two laws – the Intellectual
Property Code (RA 8293) and the Cybercrime
Prevention Act (RA 10175). Both laws protect intellectual property rights,
allowing the rightful creators or owners of patents, trademarks, or copyrighted
works to benefit from their own work or creation – may it be of moral or
material interests. Violation of this law or one of the rights is called infringement.
Types of Intellectual Property
1.
Copyright. It is a legal term used to describe the rights that creators have
over their literary and artistic works. This covers works ranging from books,
music, paintings, sculpture and films, to computer programs, databases,
advertisements, maps and technical drawings (WIPO, 2016). Registration of
copyrighted work or displaying of the copyright symbol may not be mandatory but
it is recommended to emphasize that the
Courtesy to:
https://creativecommons.org/ author
is claiming copyright protection in the work.
Nevertheless,
the copyright law still protects the creator’s work
from the moment of creation and the owners do not lose this
protection. To learn more about IP registration in the Philippines, visit www.ipophil.gov.ph.
2.
Patent. It is an exclusive right granted
for an invention. It provides the patent owner with the right to consent on the
invention or a way for others to use it. In return, the patent owner is
responsible for making technical information about the invention available in
the published patent document or in public (WIPO,
Courtesy to www.ipophil.gov.ph 2016).
|
process of registration to indicate a claim
of ownership, while ® is
only used for marks that have been granted registration.
|
Courtesy to
https://commons.wikimedia.org/wiki/File:Red_trad emark.svg
|
3.
Trademark. It is a distinguished sign of goods or services of one
enterprise from those of other enterprises. It can be compared to what
craftsmen used in ancient times as “signature mark” on their product (WIPO,
2016). TM denotes that the owner of
the mark is in the
4.
Industrial Design. WIPO (2016) defines
Industrial design as an ornamental or aesthetic aspect
of an item. A design may consist of threedimensional
features such as the shape or surface of an article, or of two-dimensional features such as patterns, lines, or color.
An industrial design right protects only
the appearance or aesthetic features of a product, whereas a patent protects an
invention that offers a new technical solution to a problem. In principle, an
industrial design right does not protect the technical or functional features
of a
Courtesy to
www.ipophil.gov.ph product.
Such features
could, however, potentially be protected by a patent.
5.
Geographical Indications andAppellations of Origin.
These are signs used on products possessing qualities, a status, or characteristics that are
essentially attributable to that
location of origin. Generally, a geographical indication includes the name of
the place of origin of the goods (WIPO, 2016).
It is well known that Original Strawberry Jam is from Baguio.
Courtesy to: https://commons.wikimedia.org
Republic Act No. 8293 or Intellectual Property Code of the Philippines
The
copyrighted works are under this Term of Protection (Source: Official
Gazette,
2012, section 213)
COPYRIGHT VALIDITY PERIOD COPYRIGHT VALIDITY PERIOD
|
LITERARY WORKS
|
During the lifetime of the author
plus 50 years after death
|
|
Sound Recording
|
50 years from year
recording took place
|
|
|
Broadcast Recording
|
20 years from date of
broadcast
|
|
|
ART
|
25 years from the date of creation
|
|
|
Trademark
|
Valid for 10 years and may
be renewed for a periods of 10 years
|
|
|
PHOTOGRAPHIC WORK
|
50 years from publication
|
|
|
Invention
|
Valid for 20 years
|
|
AUDIO- VISUAL 50 years
from Patent from
filing date
WORK publication
application
Intellectual property is essential
in creating a culture of creativity, progress, and innovations as any content
creator’s exclusive rights to their own creation are secured and protected
through the IP law. This means one’s original work cannot be legally copied or
used for profit. Otherwise, one can be penalized on grounds of infringement.
Copyright law allows the owner to control access to his or her own work and
consequently provides strong penalties for infringement of owners’ rights.
However, the law also includes certain exemptions to the rule and
considerations in the use of the copyrighted materials from the owner’s
control, which are under the doctrine of Fair
Use.
B. FAIR USE
Fair
use is a legal principle stating that one can use a copyrighted work
without a license for the following purposes: commentary, criticism, reporting,
research, and teaching. Furthermore, the copyrighted material must observe
conditions such as (1) amount and substantiality of the portion taken; (2)
purpose and character of one’s use; (3) nature of the copyrighted work; and (4)
potential market effect (Stim, 2016). In
general, one must own the majority of the new content, give full credit to the
original source, and use the content for non-profit purposes to consider it fair
use.
In
order to clarify the terms and conditions in control of the creative work
between the author and the general public, one needs permission from the
copyright holder which is called a license.
Some content creators choose to license their work more freely by giving their
work a Creative Commons Courtesy to license or even putting their work in Public Domain. These CC https://creativecommons.org/ licenses
are copyright licenses providing a simple and standardized way to give the
public permission to share and
use the creative work. This is easier for both the
author and the public compared to an agreement in traditional licenses which
are more restricting. Creative Commons is an American non-commercial
organization that aims to expand the range of creative works available for
others to build upon and to share legally. The organization has released
several copyright-licenses known as Creative Commons licenses free of charge to
the public (CreativeCommons.org as cited in Ping, 2016).
Below are infographics about copyright, fair use, and
creative commons.
Infographic 1: Copyright,
Fair Use Infographic 2: Using
Creative
copyright-and-fair-use/1/ ght-and-fair-use/1/
C. NETIQUETTE
One of the
pressing problems in the digital age is the lack of basic manners in using the
Internet. Seemingly overwhelmed with the liberty one enjoys in digital media,
online users tend to forget that they are still interacting with real people,
although in the virtual world or cyberspace. To help minimize mistakes,
untoward encounters, and unkind experiences online, understanding and applying
the rules in Netiquette is necessary.
Netiquette or network etiquette is a set
of rules for behaving properly online (Shea, 1997 as cited in E-Learning Guide
on Media and Information Literacy, 2017). Here are the Ten Core Rules of Netiquette by Virginia Shea.
|
# 1 Remember the Human Your written words are read
by real people, all deserving of respectful communication.
# 2 Adhere to the same standards of
behavior online that you follow in real life Be ethical and do not break the law.
# 3 Know where you are in cyberspace
"Netiquette varies from domain to domain." Get a
sense of how the people who are already there appropriately and properly act.
# 4 Respect other people's time and
bandwidth
You are not the center of cyberspace. Be
mindful of other’s time
# 5 Make yourself look good online
You will be judged by the quality of your
writing thus be cautious of your language. Don’t flame-bait nor swear. Make
sense with what you’re talking about.
# 6 Share expert knowledge Courteously sharing your
knowledge is fun.
# 7 Keep flame wars under control
"Flaming is what people do when they express a strongly
held opinion without holding back any emotion." Don't feed the flames;
extinguish them by guiding the discussion back to a more productive
direction.
# 8 Respect other people's privacy
# 9 Don't abuse your power Do not take advantage of
anyone.
# 10 Be forgiving of other people's
mistakes
No one is perfect so be kind. If needed,
be polite in correcting others.
|
Simply put, Netiquette reminds you
to respect and protect your own privacy, as well as others’. You must
“self-reflect before you self-reveal” (Common Sense Education). In practicing
the rules of Netiquette, you must consider being careful in managing your
virtual self and digital footprints, as well as being mindful of data privacy.
Virtual
Self is how you present yourself on online platforms. Whatever you say or
do on the Internet can be viewed and others can easily pass judgment without
even knowing who you are outside the virtual environment.
Digital
Footprint
Digital
footprint is any data record of the things you do online. Anything on the
Internet with your name creates a trail of data about you. This could be information in your personal
website, any activity in social media, your browsing history, online
subscription, and the like. Because of this, you must be vigilant in sharing
personal information to avoid potential
dangers such sharing may pose. There had been viral videos with private or
sensitive content because their owners could have been careless with their
digital footprint. Your digital footprint can remain on the Internet for life.
Data Privacy
Not
only virtual self and digital footprint are incorporated in netiquette.
Respecting and managing data privacy is also a responsible behavior on the Internet. The
respect should be mutual between the media user and the producer. Data privacy
or the fundamental right of an individual to protect private information from
disclosure to information and communication systems is under Republic Act No. 10173 or the Data Privacy
Act of 2012. If precautionary measures are not observed in sharing personal
information, your online security can be compromised.
Digital Divide
As part of being mannerly towards
others online, it is also helpful to know that not everyone has the same access
to high-speed internet, or even so, regular digital access, or advanced digital
knowledge so we are called to be understanding, helpful, and polite to the
digitally disadvantaged. This digital inequality or gap between groups in terms
of knowledge, usage, and access to ICT due to circumstances like location,
income, and age is called Digital Divide.
D. COMPUTER ADDICTION AND
CYBERBULLYING
With the growing industry of
digital media, many media users have become vulnerable to improper use of the
Internet. Computer addiction and cyberbullying are not only local problems but
they are globally prevalent. These issues may come as a result of an intention,
or a habit that has gone worse. If not addressed, these issues could distress
one’s health and relationships.
Computer Addiction
A study by Hootsuite and
WeareSocial in 2019 finds that the Philippines ranks as the most
internet-addicted country (Zulueta, 2019). The world internet usage index lists
the Philippines’ average time spent on the Internet as 10 hours a day. So, how
do we know if we have addiction? Computer Addiction is the “overdependence or a
damaging need to do something on computer or internet” (E-Learning Guide on
Media and
breathe Information
Literacy). Its impact could be linked to sleep deprivation, anxiety and even
depression. Setting a limit and immersing yourself with outside activity can obviate
addiction. Remember,
|
Photo Credits to Barlam, J., Limpiado, E. & Baguinaon, P.
|
anything
beyond moderation is not good. To
put it simply, learning to properly use digital resources is responsible
internet behavior.
|
Cyberbullying
Courtesy to cyberreadi.pia.gov.ph
According to UNICEF Poll in
September 2019, one in every three young people in 30 countries has reported
being a victim of online bullying (UNICEF, 2019). Cyberbullying is the use of digital means of communication that
could hurt or harass a person. Examples of this are sending hurtful texts or
SNS messages, posting embarrassing photos or videos, and spreading mean or
malicious rumors online. Such act or acts comprise cyberbullying if the
offender does them intentionally and repeatedly, and should be addressed at
once.
You must always protect your mental health.
If cyberbullying happens to you, do not be afraid to seek help and defend
yourself.
What’s More
Activity 1.1
Identify the
concepts being described in each item. Note that each answer does not observe
space between or among words. Solve for the hidden code among the answers by
composing a relevant concept using the shaded letters for each item.
1.
The Republic Act 10175 which defines cybercrimes and
imposes penalties for prevention. This is one of the laws that could protect
intellectual property.
2.
This means one can use a copyrighted material without
the permission of the copyright holder under certain circumstances.
3.
All literary and artistic works enter this when the
copyright protection lapses hence they are free to be copied, adapted, and
revised with no restriction.
4.
It is the gap or disparity of access, knowledge, and
use of digital tools between demographics and regions.
5.
This refers to the creations of the mind – an
invention, a design, or a brand name.
6. These are
copyright licenses that provide standardized ways to give permission toshare
and use one’s work on conditions set by the creator.
7.
This is the excessive and compulsive use of the
computer resulting to possible risks.
8.
A set of skills enabling citizens to access, evaluate and
create information usingmedia forms in an ethical and effective way.
Activity 1.2 #MILLessons #MILIssues
Complete the matrix below. Be guided by the questions per
column.
|
Setting or Context
|
Specific
Situation
|
MIL
Issue/s
|
My MIL Take Aways
|
|
|
Given the
indicated setting, cite a situation where you can apply
what you
have learned
from any of the issues discussed in this module.
|
What
issue/s and concept/s in this module can be seen from your
given situation? How did the issue affect the
personal, professional, and social (and others) aspects of the people
involved?
|
How can you
practice digital citizenship in
these
given situations?
As a
student, how can you contribute to a positive digital environment?
|
|
1. School
|
|
|
|
|
2. Social Media
|
|
|
|
|
3.
Community at large
|
|
|
|
Your
activity will be rated using this rubric:
|
Score
|
Description
|
|
2 points
|
Includes little essential
information and one or two facts
|
|
3 points
|
Includes some essential
information with a few citations and facts
|
|
4 points
|
Includes essential
information and facts to give viewers an understanding of the topic
|
|
5 points
|
Covers the message
completely and in-depth with a variety of resources
|
What I Have Learned
Answer
and reflect on the following questions:
1.
Why is there a need to be digitally responsible?
2.
How can your knowledge and understanding of the issues
discussed in this module help you become a responsible media and information
user and producer?
3.
As a student, how can you promote ethical use of media
and information?
Your written output will be graded
based on the following rubrics:
|
Score
|
Description
|
|
2 points
|
Is unable to or
infrequently uses deductive and inductive reasoning skills
|
|
3 points
|
Uses deductive and inductive reasoning skills
inconsistently and weakly
|
|
4 points
|
Uses deductive and
inductive reasoning skills competently
|
|
5 points
|
Uses deductive and
inductive reasoning skills consistently and with ease
|
What I Can Do
As a young
digital citizen, you are tasked to create a campaign promoting cyberwellness i.e. positive well-being of Internet
users, using media form/s of your choice (E.g.
music video, TikTok challenge, digital poster, pub mat, blog, jingle, etc.)
The campaign must include the following: (1) creative and significant slogan
with explanation; (2) action plan for implementation with rationale,
lesson-integrated foci, set of activities, research-based sources, and
supporting information; and (3) the campaign presentation itself. Furthermore,
apply what you have learned from the previous lesson i.e. media and information
languages in effectively producing this presentation. Be guided by the rubrics
below:
|
RUBRIC
FOR CYBER WELLNESS CAMPAIGN
Source:
https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=TX38BWX&
|
|
|
BEGINNING
2 points
|
CAPABLE
3 points
|
ACCOMPLISHED
4 points
|
EXPERT
5 points
|
|
Narrative
Clearly
Extends
Ideas Narrative presents the
topic
(background info & description of the issue),
advocacy needs, and rationale for advocating for this topic - clearly and
comprehensively.
|
Fails to extend ideas
presented in primary or secondary sources through original analysis,
evaluation, and elaboration.
|
Extends some ideas presented in primary or secondary
sources through original analysis, evaluation, and elaboration.
|
Extends ideas presented in primary or secondary
sources through original analysis, evaluation, and elaboration.
|
Clearly extends ideas presented in primary or
secondary sources through original analysis, evaluation, and elaboration.
|
|
Communication via Campaign
Written and Spoken language within campaign tools
|
Fails to extend ideas in a
clear, compelling, thoughtful way.
|
Extends some
ideas in a
clear, compelling, thoughtful way.
|
Extends
ideas in a clear, compelling, thoughtful way.
|
Clearly extends ideas in a clear, compelling,
thoughtful way.
|
|
Cohesiveness
of
Plan
Goals, objectives, tactics (including target
audience), and evaluation plan.
|
Goals,
objectives, tactics, etc. do not form a cohesive approach.
Justification of plan is present, but not compelling
or well thought out.
|
Goals, objectives, tactics, etc. form a minimally cohesive
approach.
Justification of plan is absent; not compelling or
well thought out.
|
Goals, objectives,
tactics, etc. form a moderately cohesive approach.
Justification of plan is present, but not entirely compelling or well thought
out.
|
Goals, objectives, tactics, etc. form a cohesive approach.
Justification of the plan is solid (compelling and
well thought out).
|
|
Tone and
Focus:
Aware of
Audience Specific to each target audience
|
Demonstrates a lack of tone and focus related to the
supposed audience or lacking audience awareness for each tactic,
|
Demonstrates an inconsistent tone and focus related
to the audience for each tactic, audience,
|
Consistent tone and focus with a general sense of
audience for each tactic, audience, and/or purpose.
|
Consistent tone and focus and demonstrates a clear
sense of audience for each tactic, audience,
|
|
|
audience, and/or purpose.
|
and/or purpose.
|
|
and/or purpose.
|
|
Call To
Action
|
May provide a weak or unrealistic call to action
that is related to the advocacy cause.
|
Provides a debatably realistic or appropriate call
to action that is related to the advocacy cause.
|
Provides an appropriate call to action that is
related to the advocacy cause.
|
Provides a meaningful call to action that is
responsive to the advocacy cause.
|
|
Language
and Conventions
Clarity of thought, grammar, APA as appropriate,
spelling, etc.
|
Contains serious errors in
conventions and uses limited vocabulary.
|
Contains several errors in conventions and uses
basic and predictable language.
|
Contains some errors in conventions but they do not
interfere with reader understanding. Provides some precise language.
|
Contains
few, if any, errors in conventions.
Provides precise and appropriate language.
|
Assessment
Read each item carefully and identify what is being
asked. Choose the letter of the best
answer.
1. When does someone get copyright protection?
a.
when the author gets paid
b.
when it is published with a ©
c.
when it is registered for
d.
as soon as the work is created 2. What is fair use?
a.
paying the creator a fair price for the work
b.
freeware that you obtain from the Internet
c.
using paid-for commercial products once and not sharing
them
d.
limited copying or distribution of published works
without the author's permission
3.
Your colleague recorded a video of your closed-door
meeting and uploaded it on social media viewed in public setting. Which of the
following laws can best protect your private meeting agenda?
a.
World Intellectual Property Code
b.
RA 1073 Data Privacy Act of 2012
c.
RA 8293 Intellectual Property Code
d.
RA 10175 Cybercrime Prevention Law
4.
Under the Patent Act, the person entitled to receive a
patent on a new invention is __.
a.
the one who invented it first c. the who applied for a patent first
b.
the one who first thought of it d. the one who commercialized it first
5.
Your classmate was confused when he was reprimanded by
his teacher when the latter found out that he photocopied the teacher’s entire
book. He justifies his action by saying that it is for private use. What will
you tell him to clarify where he was wrong?
a.
He should have not informed the teacher if it is for
private use.
b.
There is no other solution but to avail the same book
he wishes to use.
c.
Checking if the book applied for creative commons must
have been done first.
d. Reproduction of a published
work without the copyright owner’s permission is only allowed if it’s a small
part and not the entire book.
6.
Which does not adhere to the basics of netiquette?
a.
being tactful c.
sharing information for caring
b.
living in an “open book” life d. correcting others’ mistakes discreetly
7.
The class adviser rents a video and shows the film to
his online class as a reward for the class’ behavior improvement. Which most
likely violates the doctrine of fair use among his actions?
a.
He did not credit the owner of the video.
b.
There is money involved when he paid for the rent.
c.
The store where he got the video does not have a
license.
d.
His purpose is not included in the justified purposes
for fair use.
8.
You come across a content with the following
signs: 
.
Which of the following creative
commons conditions should you observe?
a.
All creators of the work must be credited.
b.
Credit the author and do not modify the content.
c.
Credit the author and do not use the work for profit.
d.
Do not change the content and do not use it in
commerce.
9.
Why are some song covers on YouTube taken down?
a.
Song covers must have their own copyright license.
b.
Artists of song covers must pay the original artist.
c.
Song covers are fake and only the original should be
uploaded.
d.
Covering a song is illegal without a license and
uploading it on the Internet is copyright infringement.
10. Someone
is behaving very inappropriately on your social media. You should _____.
a.
ignore and let him be.
b.
sue him for cyberharassment.
c.
tell your friends to teach him a lesson.
d.
report him to the moderator of the site.
Additional Activities
DIGITAL CITIZENSHIP CHALLENGE
Create your own
digital citizenship challenge to become responsible media and information users
and producers which lasts for two weeks. Put one responsible online practice or
behavior for each box in the card, justifiable with the relevant lessons in this
subject. Make sure that it is timely, feasible, and fun since you are going to
post it online for the digital citizenship campaign. You can have your own
title or name of the challenge as long as it serves the campaign’s purpose.
Your work will be graded according to
the following rubric:
|
|
Basic (12 pts)
|
Proficient
(18 pts)
|
Distinguished
(25 pts)
|
|
Adherence
to
Objectives and Goals
|
There is no adherence to the objective of the
challenge. The Objective is not met
|
There is an objective, it's somewhat clear and
somewhat backs up the challenge
|
The objective is clear and adheres to the challenge.
There are clearly implemented goals
|
|
Content Details
|
Missing the following:
Feasibility
Fun
Timeliness
Relevant Content
|
Missing some of the following: Feasibility
Fun
Timeliness
Relevant Content
|
Missing none of following: Feasibility
Fun
Timeliness
Relevant Content
|
|
Presentation
|
Over-all presentation is
below average. It is not presented well
|
Over-all presentation is average. The presentation
is somewhat good but it is not interesting and compelling enough
|
Over-all presentation is above average. The
presentation is good and it is interesting and compelling
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