MEDIA INFORMATION

LITERACY
1st Quarter – Week 1
INTRODUCTION TO MEDIA AND INFORMATION LITERACY
M.I.L – Grade 12
Most Essential Learning Competency (MELC) – Based Exemplar
Quarter 1 – Week 1:
 Describe how communication is influenced by media and information
 Identify the similarities and differences between and among media
literacy, information literacy, and technology literacy
 Discuss responsible use of media and information

First Edition, 2020

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

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this exemplar are owned by their
respective copyright holders. Every effort has been exerted to locate and
seek permission to use these materials from their respective copyright owners.
The publisher and authors do not represent nor claim ownership over them.

Development and Quality Assurance Teams

Writers: JONARD Q. PIA
Illustrator: ___________________________
Layout Artist: _________________________
Language Editor: _______________________
Jayvee Dadulo Dalagan
Merlinda O. Elitare
Content Evaluator: _______________________
Layout Evaluator: ______________________
Unit 2 PSDS/PSDIC
Management Team: ___________________

1
Rationale

Project PPE (Portfolio Predicate on Exemplar) is a backup contingency

response of the Schools Division of Surigao del Sur for learning delivery and
learning resource which parallel to the on-going endeavors of the higher offices
in the Department. It is the utilization of a lesson exemplar that is streamlined in a
teacher-and-learner-friendly format to cater to the new classroom setup in light
of the COVID-19 health crisis. These exemplars will be paired with a self-
contained and self-instructional portfolio.

The portfolio is a deliberate collection of works that highlight a learner’s

effort that would enable the him/her to see his/her growth and achievement,
ability to reflect on his/her own work and ability to establish goals for future
learning.

Introductory Message

For the teacher:

Welcome to the Media Information Literacy - Grade 12 – Quarter 1

Exemplar on Introduction to Media and Information Literacy!

This exemplar was collaboratively designed, developed and reviewed by

educators from different schools in the Division to assist you in helping the
learners meet the standards anchored on Most Essential Learning Competencies
(MELC) set by the Department while overcoming the constraints in schooling
brought by the COVID-19 pandemic.

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

As a teacher, you are expected to orient the learners on how to use this
exemplar in the most fit modality. You also need to keep track of the learners'
progress while allowing them to manage their own learning through portfolio
assessments.

For the learner:

Welcome to the Media Information Literacy - Grade 12 – Quarter 1

Exemplar on Introduction to Media and Information Literacy!

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

2
active learner, either at home or in school. To help you with this, this exemplar
comes with a Weekly Portfolio Assessment. Your teacher will provide you with a
template and you will be given a privilege to organize the portfolio in your own
creative way.

This exemplar has the following parts and corresponding icons:

This will give you an idea of the competencies

What I Need to Know
you are expected to learn in the module and
the objectives you are expected to realize.
This part includes an activity that aims to check
What I Know
what you already know about the lesson to
take.
This section provides a brief discussion of the
What is It
lesson. This aims to help you discover and
understand new concepts and skills.
This section provides an activity which will help
What I Can Do (1,2 & 3)
you transfer your new knowledge or skill into
real life situations or concerns.

This task aims to evaluate your level of mastery

What I Have Learned
in achieving the learning objectives.

Answer Key This contains answers to all activities in the

module.

This contains instructions about recording your

Portfolio Goal Setting
Portfolio Completion -Your
Growth Clue!
positive, realistic goals before going through
this exemplar.
This contains instructions about completing the
components of the portfolio. This also includes
a rubric to guide you of how your portfolio will
be assessed.

At the end of this module you will also find:

References This is a list of all sources used in

developing this exemplar.

3
 What I Need to Know

Most Essential Learning Competency:

-Describe how communication is influenced by media and information

(MIL11/12IMILIIIa-1)
-Identify the similarities and differences between and among media literacy,
information literacy, and technology literacy--(MIL11/12IMILIIIa-2)
-Discuss responsible use of media and information--(MIL11/12IMILIIIa-3)

Sub-competency: (MELC can no longer be unpacked)

Objectives
After going through this exemplar, you are expected to:

A. Knowledge: Describe how communication is affected by media and

information;
B. Skill: Identify the similarities and differences of media literacy,
information literacy, and technology literacy
C. Attitude: State the importance of Media and Information Literacy.

Portfolio Goal Setting

Using the Portfolio Assessment Template provided by your teacher along with
this exemplar, accomplish now your weekly goal setting. Refer to the objectives
above. Think of positive and realistic goals that you can considerably achieve with
this exemplar. List them as your plans. Remember: Do not proceed with this exemplar
unless you have accomplished your goal setting.

4
 What I Know
Multiple Choice. Choose the letter of the best answer. Write the
chosen letter on a separate sheet of paper.

_____1. It is the act of conveying meanings from one entity or group to another through the use of
mutually understood signs and semiotic rules.

a. Communication b. Media c. Information d. Literacy

_____2. This refers to the act or process of using words, sounds, and signs in order to express and
exchange information, ideas, thoughts, feelings, etc. to someone else.

a. Communication b. Media c. Information d. Literacy

_____3. This refers to the ability to read, write and use numeracy in at least one method of writing, an
understanding reflected by mainstream dictionary and handbook definitions.
a. Communication b. Media c. Information d. Literacy

_____4. This refers to the encompassed practices that allow people to access, critically evaluate, and
create media.

a. Media Literacy b. Information Literacy

b. Technology Literacy d. None of the above

_____5. It is the ability of an individual, working independently and with others, to responsibly,
appropriately and effectively use technology tools to access, manage, integrate, evaluate, create
and communicate information.

a. Media Literacy b. Information Literacy

b. Technology Literacy d. None of the above

_____6. is someone who caused something to be sent to a recipient.

a. Communication b. Sender c. Receiver d. Message

_____7. It is a discrete unit of communication intended by the source for consumption by some
recipient or group of recipients.

a. Communication b. Sender c. Receiver d. Message

____8. This refers either to a physical transmission medium such as a wire, or to a logical connection over
a multiplexed medium such as a radio channel in telecommunications and computer networking.

a. Feedback b. Sender c. Channel d. Message

____9. is anything that prevents us from receiving and understanding the messages others use to
convey their information, ideas and thoughts.

a. Feedback b. Barrier c. Channel d. Message

____10. refers to a response from the receiver which gives the communicator an idea of how the
message is being received and whether it needs to be modified.

a. Feedback b. Barrier c. Channel d. Message

5
 What is It

You have heard time and again the adage “NO MAN IS AN ISLAND” what
does this saying really mean to you? How do you feel when you are alone and you
have no one else to talk to or share your thoughts with? How about if you
accidentally left your mobile phone at home, or you are not able to connect to the
internet and chat with your friends? Do you feel a sense of distance or disconnect
from the world?
Communication is a natural and inescapable fact of life. Every individual is
born with it. This is precisely the reason why you are taught to learn how to speak,
read, write, or use communication gadgets at an early age. Communication is all
about these skills your parents would like you to learn when you were younger.

Defining Communication

The root of the word “communication” in Latin is communicare, which means

to share, or to make common. Communication is defined also as the process of
understanding and sharing meaning. At the center of our study of communication is
the relationship that involves interaction between participants. This definition serves
us well with its emphasis on the process, which we’ll examine in depth across this
text, of coming to understand and share another’s point of view effectively.

The Communication Models

The purpose of a “model” is to offer a visual representation of a concept with

the intent of facilitating the understanding of it. Traditionally speaking, there are
three standard models of the communication process: Linear, Interactive, and
Transactional, and each offers a slightly different perspective on the communication
process.

Fig. 1: Linear Communication Model

There’s a bit of a debate about the Linear Communication model and how it
recognizes (or doesn’t recognize) the concept of feedback. The linear model’s
behavior is belied by its name, where a sender encodes a message via a channel
and the message is decoded by the receiver. It is straight-line communication
found typically in mass communication; think television, radio, newspapers,
etc. According to this model, there is no means for immediate feedback.

6
 Fig. 2: Interactive Communication Model

Simply put, the Interactive Model takes the Linear Model and multiplies it
times two with a quick flip of the return message. It now allows for a feedback
element because after a message is encoded and sent to the decoding receiver,
the roles then reverse and the receiver encodes and sends a response to the original
sender who has now turned receiver. It sounds more confusing than it is. Envision an
exchange of text messages whereby your friend sends you a message and you
respond to it. The same thing happens during a telephone call, or even an email
exchange. A message is sent and received, then the roles reverse. That is the
Interactive Model.

Fig. 3: Transactional Communication Model

The Transactional Model becomes more sophisticated yet. This model depicts
face-to-face interaction, or “trans-action” as a dynamic and changeable process
that is not limited to simple definition. In the Transactional Model, receiver and
sender can play the same roles simultaneously, as sometimes happens, as messages
can be sent back and forth simultaneously. It appears chaotic and ineffective, but
sometimes communication is just that. Throw in some noise, and it would be a
wonder whether any message is conveyed successfully in this environment.

7
 Other Process of Communication Model

Fig. 4: Lasswell’s Communication Model

Lasswell's model of communication describes an act of communication by

defining who said it, what was said, in what channel it was said, to whom it was said,
and with what effect it was said.

Fig. 5: Shannon & Weaver Communication Model

The sender encodes the message and sends it to the receiver through a
technological channel like telephone and telegraph. The sender converts the
message into codes understandable to the machine. The message is sent in codes
through a medium.

Fig. 6: Berlo’s Communication Model

The sender-message-channel-receiver model of communication is an

expansion of the Shannon-Weaver model of communication. David Berlo created
this model, which separated Shannon and Weaver's linear model into clear parts, in
1960. It has been expanded upon by other scholars.

8
 Fig. 7: Schramm Communication Model

The Schramm model views communication as a process that takes place

between a sender (transmitter) and a receiver: there will be also a message, and a
medium through which the message can be transmitted (Schramm, 1948).

Essential Components of Communication

Source- The source imagines, creates, and sends the message. In a public speaking
situation, the source is the person giving the speech. He or she conveys the message
by sharing new information with the audience.

Message- The message is the stimulus or meaning produced by the source for the
receiver or audience. (McLean, 2005). When you plan to give a speech or write a
report, your message may seem to be only the words you choose that will convey
your meaning. But that is just the beginning. The words are brought together with
grammar and organization.

Channel- The channel is the way in which a message or messages travel between
source and receiver. (McLean, 2005). For example, think of your television. How
many channels do you have on your television? Each channel takes up some
space, even in a digital world, in the cable or in the signal that brings the message
of each channel to your home. Television combines an audio signal you hear with a
visual signal you see.

Receiver- The receiver receives the message from the source, analyzing and
interpreting the message in ways both intended and unintended by the source.
(McLean, 2005). To better understand this component, think of a receiver on a
football team. The quarterback throws the football (message) to a receiver, who
must see and interpret where to catch the ball. The quarterback may intend for the
receiver to “catch” his message in one way, but the receiver may see things
differently and miss the football (the intended meaning) altogether.

Feedback- When you respond to the source, intentionally or unintentionally, you are
giving feedback. Feedback is composed of messages the receiver sends back to
the source. Verbal or nonverbal, all these feedback signals allow the source to see
how well, how accurately (or how poorly and inaccurately) the message was
received. Feedback also provides an opportunity for the receiver or audience to ask
for clarification, to agree or disagree, or to indicate that the source could make the
message more interesting.

9
Environment- The environment is the atmosphere, physical and psychological,
where you send and receive messages. (McLean, 2005). The environment can
include the tables, chairs, lighting, and sound equipment that are in the room. The
room itself is an example of the environment. The environment can also include
factors like formal dress that may indicate whether a discussion is open and caring
or more professional and formal.

Context- Context is all about what people expect from each other, and we often
create those expectations out of environmental cues. Traditional gatherings like
weddings or quinceañeras are often formal events. There is a time for quiet social
greetings, a time for silence as the bride walks down the aisle, or the father may
have the first dance with his daughter as she is transformed from a girl to
womanhood in the eyes of her community. In either celebration there may come a
time for rambunctious celebration and dancing. You may be called upon to give a
toast, and the wedding or quinceañera context will influence your presentation,
timing, and effectiveness.

Interference- Interference, also called noise, can come from any source. It is
anything that blocks or changes the source’s intended meaning of the message.
(McLean, 2005). For example, if you drove a car to work or school, chances are you
were surrounded by noise. Car horns, billboards, or perhaps the radio in your car
interrupted your thoughts, or your conversation with a passenger.

Definition of Media Literacy, Information Literacy, and Technology Literacy

(Terms to Understand)

Media Literacy- is the ability to ACCESS, ANALYZE, EVALUATE, CREATE, and ACT using
all forms of communication is interdisciplinary by nature. Media literacy represents a
necessary, inevitable, and realistic response to the complex, ever-changing
electronic environment and communication cornucopia that surround us.

-The ability to read, analyze, evaluate and produce communication in a variety of

media forms.

Information Literacy- information literacy enables people to recognize the value of

information and use it to make informed choices in their personal, professional and
academic lives.

-The ability to recognize when information is needed and locate, evaluate,

effectively use and communicate information in its various formats.

Technology (Digital) Literacy- is the ability of an individual, working independently

and with others, to responsibly, appropriately and effectively use technology tools to
access, manage, integrate, evaluate, create and communicate information.

-The ability to use digital technology, communication tools or networks to locate,

evaluate, use and create information.

10
 What I Can Do 1

Activity # 1: Knowing Communication

1. What is communication?

2. Why do we communicate?

3. How do we communicate?

11
 What I Can Do 2

Activity # 2: Social media relations

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

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

other people?

3. How did Facebook affect the quantity and quality of information

available to people? Is it a good thing or bad thing?

12
 What I Can Do 3

Activity# 3: Be a literate one

1. What are the basic components of Media and Information Literacy?

2. What is Media Literacy? Information Literacy? Digital Literacy?

3. How are these literacies connected or related to each other?

13
 What I Have Learned

Multiple Choice. Choose the letter of the best answer. Encircle the chosen letter of
your choice.

1. Ability to understand media.

a. Digital literacy b. Media literacy c. Information literacy

2. Being literate requires _________.

a. Critical thinking b. Decision making c. Asking question

3. Information Literacy is ___________.

a. Knowing the information
b. Knowing when and why you need information
c. Knowing the source of information

4. Rappler is a type of what media?

a. Print Media b. New Media c. Broadcast Media

5. The ability to understand, interpret, create, communicate, and compute

using printed and written materials associated with varying context.
a. Media b. Media Literacy c. Literacy d. Information

6. The ability to recognize when information is needed.

a. Media b. Literacy c. Information Literacy

7. A broad term that covers processed data, knowledge derived from study,
experience, instructions, signals or symbols.
a. Technology b. Media literacy c. Information Literacy

8. The ability to access, analyze, evaluate, and create media in a variety of

forms.
a. Media Literacy b. Technology Literacy c. Literacy

9. What is the Latin term for communication which means “to share” or “to
divide out”?
a. Commūnicāre b. Komyunis c. Commmunis d. Communalis

10. Which of the following statements supports the fact “why humans
communicate?”
a. It is necessary.
b. No man is an island.
c. Humans are social being.
d. Humans are rational being.

14
11. Which basic element of communication initiates a message by encoding a
thought?
a. Sender b. Receiver c. Medium d. Feedback

12. Which basic element of communication refers to the listener, reader, and
viewer of the message?
a. Sender b. Receiver c. Medium d. Feedback

13. Which basic element of communication pertains to any information that is

passed on through communication?
a. Sender b. Receiver c. Medium d. Feedback

14. Which model of communication is labeled as "Dynamics Exchange?"

a. Ecological model c. Interactive model
b. Gatekeeper model d. Linear model

15. The key element in the interactive model.

a. Sender b. Receiver c. Medium d. Feedback

15
16
What I Have What I Can Do 3 What I Can Do 1
Learned
1. B
2. A
3. C
4. B
5. C
6. C
7. C
8. A
9. A
10.B
11.A
12.B
13.C
14.C
15.A
Answer Key
 Portfolio Completion – Your Growth Clue!

You now go back to your portfolio and work on the other components
that follow your Goal Setting. Remember that your portfolio is a deliberate
collection of your works with the help of the exemplar. Highlighting your
efforts here enables you to see and reflect on your growth and achievement
and your ability to establish goals just to learn. Upon completion of your
portfolio, please be guided of the rubric below.

Rubric for Portfolio Assessment

LEVELS
Criteria Novice (1-3) Apprentice (4-6) Proficient (7-8) Distinguished (9-10) Score
1. Goal Setting Sets sloppy goals, Sets some goals Sets general goals Sets clearly defined
not realistic for and processes that and processes that goals that are
10
ability nor level of are positive and are positive and attainable and growth-
development. realistic. realistic oriented
2. Self-Test Shows little Shows adequate Shows good Shows very good and
Evaluation evidence of evidence of evidence of clear evidence of
reflection and self- reflection and self- reflection and self- reflection and self- 10
assessment. assessment. assessment. assessment with
documentation.
3. “No man is an Provides little Provides adequate Provides good Provides clear
Island” evidence of growth evidences of performance or evidence of
and achievement. growth and general performance or
10
achievement. improvement in continued
achievement. improvement in
achievement.
4. Knowing Links most of the Links a number of Links analysis to the Links analysis to the
Communication analysis to the analysis to the lessons properly. lessons completely.
10
lessons lessons slightly.
inadequately.
5. Social media Explains the Explains the Explains the Explains the
relations misconception and misconception and misconception and misconception and
10
the concept the concept the concept the concept aptly.
inadequately. somewhat. adequately.
6. Be a literate one Indicates little Indicates adequate Indicates clear Indicates distinct
evidence of evidence of evidence of evidence of
10
creativity/analytical creativity/analytical creativity/analytical creativity/analytical
work. work. work. work.
7. Overall Submits some of Submits most of Presents all items in Presents thorough,
Presentation the items in a the items. Portfolio a chronological clear and complete
disorganized form. is well presented. form. Portfolio is items. Portfolio is neat 10
Portfolio looks well organized. and elegant.
slapdash.
8. Prompt Submits late (5-6 Submits late (3-4 Submits late (1-2 Submits on time.
10
Submission. days). days). days).
Total 80

17
References

McLean, S. (2005). The basics of interpersonal communication (p. 10-11). Boston, MA:
Allyn & Bacon.

Pearson, J., & Nelson, P. (2000). An introduction to human communication:

understanding and sharing (p. 6). Boston, MA: McGraw-Hill.

Weekley, E. (1967). An etymological dictionary of modern English (Vol. 1, p. 338). New

York, NY: Dover Publications.

18
For inquiries or feedback, please write or call:

DepEd Surigao del Sur Division – Schools District of _____________

Address: _______________________________________________
___________________________________________________________
___________________________________________________________

Contact Number:
Email Address:

19