Media and Information

Literacy
First Quarter – Module 6:
How to Present an Issue in Varied Ways to
Disseminate Information Using Codes,
Convention, and Language of Media
Medial and Information Literacy
Alternative Delivery Mode
First Quarter – Module 6: How to Present an Issue in Varied Ways to Disseminate
Information Using Codes, Convention, and Language of Media
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 module 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.

Published by the Department of Education Schools Division Office Quezon City

Quezon City Local Government
Schools Division Superintendent Jenilyn Rose B. Corpuz
Honorable Mayor Josefina Belmonte Alimurong

Development Team of the Module

Writer: ROSENDA F. BAROTIL

Editor: RUTCHIN NOLASCO
Reviewer: MA. NIMFA R. GABERTAN, RYAN RIC E. MARY
Illustrator: RYAN RIC E. MARY
Layout Artist: RYAN RIC E. MARY
Management Team: JENILYN ROSE B. CORPUZ, CESO VI, SDS
FREDIE V. AVENDAÑO, ASDS
EBENEZER A. BELOY, OIC-CID
HEIDEE F. FERRER, EPS – LRMS
MA. NIMFA R. GABERTAN- EPS, ENGLISH

Printed in the Philippines by Schools Division Office Quezon City

Quezon City Local Government Unit

Department of Education: National Capital Region

Office Address: Nueva Ecija St. BagoBantay, Quezon City

Telefax: 3456-0343
E-mail Address: sdoqcactioncenter@gmail.com
 Media and Information
Literacy
First Quarter – Module 6:
How to Present an Issue in Varied Ways to
Disseminate Information Using Codes,
Convention, and Language of Media
Introductory Message
For the Facilitator:
Welcome to Media and Information Literacy Alternative Delivery Mode (ADM) Module on
Most Essential Competencies (MELC) Matrix Week 6: Present an issue in varied ways to
disseminate information using codes, conventions, and language of media.

This module was collaboratively designed, developed, and reviewed by educators from public
institutions to assist you, the teacher, or facilitator in helping the learners meet the standards set
by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in
schooling.

This learning resource hopes to engage the learners in guided and independent learning activities
at their own pace and time. This also would like to help learners gain the knowledge and skills
while taking into consideration their needs and situation.

In addition to the material in the main text, you will also see this box in the body of the module:

Notes to the Teacher

This contains helpful tips, guides and
reminders that will help you in directing the learners.

As a facilitator, you are expected to orient the learners on how to use this module and to keep
track of the learners’ progress while allowing them to learn at their own pace. Also, assisting the
learners as they do the tasks is highly encouraged.

For the Learner:

Welcome to Media and Information Literacy Alternative Delivery Mode (ADM) Module on
Most Essential Competencies (MELC) Matrix Week 6: Present an issue in varied ways to
disseminate information using codes, conventions, and language of media.

Our hand is capable of doing plenty of things for independent learning at the most convenient
time. It is often used to symbolize an action or purpose. By the use of your hands, your ideas,
thoughts, and skills can be put into action. With this, the hand in this module symbolizes the
tasks that you are to discover throughout the process of using this module. There was a saying,
“the more you do, the more you learn”. Always remember that your learning depends on your
actions.

This module was designed to offer you opportunities for learning at your own pace. Some of the
activities or tasks may require the aid of your parents, teachers, siblings, or even friends. Take
this opportunity to learn, socialize and get to know them and your surroundings better. You will
be able to progress better in the contents of the module by being an active and curious learner.

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This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.

This part includes an activity that aims to check what

What I Know you already know about the lesson to take. If you get
all the answers correct (100%), you may decide to
skip this module.

What’s In This is a brief drill or review to help you link the

current lesson with the previous one.

In this portion, the new lesson will be introduced to

What’s New you in various ways such as a story, a song, a
poem, a problem opener, an activity, or a situation.

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 comprises activities for independent practice to

solidify your understanding and skills of the topic.
What’s More You may check the answers to the exercises using
the Answer Key at the end of the module.

This includes questions or blank

What I Have Learned sentences/paragraphs to be filled in to process what
you learned from the lesson.

This section provides an activity that will help you

What I Can Do transfer your new knowledge or skill in real-life
situations or concerns.

Assessment This is a task which aims to evaluate your level of

mastery in achieving the learning competency.

In this portion, another activity will be given to you to

Additional Activities enrich your knowledge or skill of the lesson learned.
This also tends to the retention of learned concepts.

Answer Key This contains answers to all activities in the module.

At the end of this module you will also find:

References This is a list of all sources used in developing this

module.

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The following are some reminders in using this module:

1. Inspect the entire module beforehand for possible concerns such as missing or turned
page, unreadable texts, and others. Kindly inform your teacher/ facilitator if there are
any.

2. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.

3. Always keep in mind that you are not on your own all the time. Consult your
teacher/ facilitator when you encounter difficulty in any part of the module.

4. Read the instruction carefully before doing each task.

5. Observe honesty and integrity in doing the tasks and checking your answers.

6. Do not forget to answer What I Know before moving on to the other activities
Included in the module.

7. Finish the task at hand before proceeding to the next.

8. Return this module to your teacher/ facilitator once you are through with it.

We hope that with the use of this module, you would appreciate and enjoy learning. We also
hope that you would gain a deep understanding of the relevant skills and knowledge intended
for this module for you to acquire. Learning is now at the palm of your hands.

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you
present an issue in varied ways to disseminate information using codes, conventions, and
language of media. 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.

In this challenging adventure of learning, you are expected to demonstrate understanding of

Media and Information Literacy (MIL) and MIL related concepts.

This module focuses on the Most Essential Learning Competency: present an issue in varied
ways to disseminate information using codes, conventions, and language of media.
This module is divided into three key ideas as illustrated below.

1. Codes
a. Technical
b. Symbolical
c. Written
2. Convention
3. Language of Media

After going through this module, you are expected to:

● Understand the combination of elements that offer the full value of the media;
● Better appreciate a particular media format and the information it carries; and
● Use codes, conventions, or language of media in disseminating information.

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 1

Take a look at the movie poster below and try to identify the term that fits each empty box.

1.

4.

2.

5.

website
Billing Board
Production Company
3.

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 What’s In
#KomunikasyonSaWikaAtKulturangPilipino

Gawin ang sumusunod:

1. Buksan ang Youtube at hanapin ang Pepito Manaloto, March 4,2017.
2. Panoorin ang video at suriin ang nilalaman nito.
3. Sagutin: Saang sitwasyon ginagamit ang wika sa lipunan? Anong aral ang ipinababatid
ng napanood mo?

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What’s New

Watch the movie trailers found in the links below and answer the activity chart that follows.

Hacksaw ridge
https://youtu.be/s2-1hz1juBI

Frozen 2
https://youtu.be/bwzLiQZDw2I

Unsane
https://youtu.be/u7KZrt_cHH0

Miracles from Heaven

https://www.youtube.com/watch?v=CldGTG6iVrU

MOVIE DESCRIPTION
1. Hacksaw Ridge

2. Frozen 2

3. Unsane

4. Miracles From Heaven

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 What is It

Genre comes from the French word meaning 'type' or 'class’. It can be recognized by its common
set of distinguishing features (codes and conventions). Media codes and conventions are like the
building blocks of all the media around us.

What are codes?

Codes are a system of signs which create meaning. They generally have an agreed meaning,
or connotation to their audience. Codes can be divided into three categories – technical and
symbolic and written codes.

● Symbolic code shows what is beneath the surface of what we see. For example, a red
rose may symbolically convey romance, or a clenched fist may be used to communicate
danger.

To show students some symbolisms in films, they may visit the use
link below.
https://www.youtube.com/watch?v=WhijmmePlU8

● Technical Codes are all how equipment is used to tell the story in a media text. For
:
example, the camera work in a film like high angle camera shots to create a feeling of
power in a photograph, or lighting to communicate danger in a feature film.

Instruct students to visit the links below for more of technical codes.

Camera Angles with Zach King

https://www.youtube.com/watch?v=tD63b6Z-Tr0

Lighting with Zach King

https://www.youtube.com/watch?v=6W70YkNjFKY

● Written Codes

Written codes are the formal written language used in a media product. Just like technical and
symbolic codes, written codes can be used to advance a narrative, communicate information
about a character or issues and themes in the media product. Written codes include printed
language which is the text you can see within the frame and how it is presented, and also spoken
language, which includes dialogue and song lyrics.

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 What are conventions?

Conventions are accepted ways of using media codes. Conventions are closely connected to
the audience expectations of a media product. Different types of conventions include form
conventions, story conventions, and genre conventions.

● Form conventions are the certain ways we expect types of media’s codes to be arranged.
For instance, an audience expects to have a title of the film at the beginning, and then
credits at the end. Newspapers will have a masthead, the most important news on the
front page, and sports news on the back page. Video games usually start with a tutorial to
explain the mechanics of how the game works.

● Story conventions are common narrative structures and understandings that are
common in storytelling media products. Examples of story conventions include:
Narrative structures
Cause and effect
Character construction
Point of View

● Genre conventions point to the common use of tropes, characters, settings, or themes
in a particular type of medium. Genre conventions are closely linked with audience expectations.
Genre conventions can be formal or thematic

Conventions and Iconography of an Action Film

(2015). YouTube Channel: Skyline Productions.
July 3, 2020, from
https://www.youtube.com/watch?v=HuxNcpC9a0A&list=PLvqJQQNq
UbBSD9TLTO7EcEGP1KvRWbGDh&index=3

●
● https://media.codes/media-codes-and-conventions-c03423c06aa8

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How codes and conventions apply in media studies?

Codes and conventions are used together in any study of the genre—it is not enough to discuss
a technical code used such as camera work, without saying how it is conventionally used in a
genre.

For example, the technical code of lighting is used in some way in all film genres. It is a
convention of the horror genre that side and backlighting is used to create mystery and
suspense – an integral part of any horror movie.

To delve deeper into common codes and conventions, explore this glossary of terms from
https://kohner.wikispaces.com/file/view/glossary_media_studies.pdf
Appeal to emotion – an advertising
technique when advertisers appeal to
those emotional needs experienced by all
humans
Association – an advertising technique
whereby products are associated with the
people, values, and lifestyles depicted in
the ads
Brand extension – extending the brand
name to other products
Brand equity – money earned by brand
name
Camera angles – the angle, high,
straight, or low that a shot is taken
Camera shots – the distance between the
camera and the subject
Camera movement – the movement of
the camera position from left to right,
forward or backward, up or down,
stationary left or right, and zoom in or out.
Caption – phrase, sentence, or short
paragraph describing the contents of an
illustration such as photos or charts. Photo
captions are usually placed directly above,
below, or to the side of the pictures they
describe.
Claim – the verbal or print part of an ad
that makes some claim of superiority for
the product Codes and convention: the
familiar and predictable forms and
techniques used by the media to
communicate certain ideas or to convey a
desired impression.
Constructed - built, formed, or devised by
fitting parts or elements together
systematically.
Copy – text including advertiser’s name,
sales message, trademark or slogan
Deconstruct – to take apart, analyze, or
break down a media text into its parts to
understand how and why it was created
Demographics – common characteristics
used for population segmentation (or
intended/target audience) including age,
gender, postcode, and income
Fada custom, style, etc., that may people
are interested in for a short time: passing
craze
Fear tactic – an advertising technique
whereby products are sold based on our
fears
Genre – kind or type
Gender Identity- the sex group
(masculine or feminine) to which an
individual biologically belongs
Gender role – the set of behaviors that
society considers appropriate for each sex
Gender stereotype – an oversimplified or
distorted generalization about the
characteristics of men and women
Headline – the short lines of emphasized
text that introduce detail information in the
body test follows
Ideology – the doctrines, opinions, or way
of thinking of an individual, class, etc.;
specifically, the body of ideas on which a
particular political, economic, or social
system is based; a set of beliefs about the
world
Jingle – verse or song that repeats
sounds or has a catchy rhythm
Jolt – a new jolt occurs each time a
camera shot changes
Line extension – new products in the
same product category using the same
brand name
Media text - any form of reproduced
communication, from a book, film or CD,
to an ad, a toy, or a T-shirt.
Mass Media – the methods of
communication used to reach large
numbers of people at the same time – TV,

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newspapers, radio, magazines, films,
books, and the internet
Marketing – the process of promoting and
selling a product or service based on
decisions about what the product image
should be and who is most likely to buy it
Parity product – products in which all
most of the brands available are identical
PSA – public service announcements
Psychographics – an analysis of
people’s attitudes, beliefs, desires, and
needs.
Popular culture – mainstream culture –
the arts, artifacts, entertainments, fads,
beliefs, and values shared by large
segments of the society
Positioning – based upon what the
product does and who it is for
Public Service Announcement – PSAs
are part of the listening agreement of
every commercial television and radio
station and produce no advertising
revenue. PSAs sell ideas, such as
donating to charity, or awareness
campaign
Read – to analyze to meaning
Representation – the groups are
presented in the media and popular
culture, often through stereotypical images
that affect our views of gender, race,
class, age, and ability
Slogan – short, memorable advertising
phrase. When a product or company uses
a slogan consistently, the slogan can
become an important element of
identification in the public’s perception of
the product
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Sex role – a person sex’ role is defined
partly by genetic makeup but mainly by
the society and culture in which the
individual lives
Signature – contact information
Stereotypes – an unvarying form or
pattern: specifically, a fixed or
conventional notion or conception, as of a
person, group, idea, etc., held by some
people, and allowing for no individuality,
critical judgment, etc.; over-simplified
images or representations of people or
groups of people based on race, gender,
occupation, or age which can be used to
justify our popular attitudes and beliefs
Storyboard – a series of sketches of the
frames of an event, with the
corresponding audio information, and shot
list
Subheads – mini-headlines that appear
lower in the print ad making the copy
easier to read making the ad more
appealing, helping direct the reader’s
attention
Tag line – a phrase that follows the brand
name and it is often at the end of a
commercial or the bottom of an ad
Target audience – specific groups of
people that media producers or advisers
want to reach
Text – anything that is read, listened to, or
viewed
Trend – to have a general tendency: said
of events, conditions, opinions, etc.
Visual – photo or graphic
 What’s More

Analyze the magazine cover below and try to identify the different magazine cover elements.
Use the word pool below for your answers in each blank.

2
5

Main Image
Dateline
Cover lines
Masthead
Main Cover Line/Model Credit
Selling Line

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 What I Have Learned

Watch the scene in the reference below. Discuss what is unique in the film. Note the following:
storyline, setting, types of characters, music, lighting, special effects, editing, and camera work.
What are the messages and values conveyed through the use of these elements in the film?
Explain how the meaning of the scene can be altered by changing various elements (e.g. the
setting, soundtrack, etc.). Explain how the” language” of this genre is captured in the scene. Who
do you think is the targeted audience?

Reference:

http://www.youtube.com/watch?feature=player_embedded&v=KN_9kcam3Gc R

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What I Can Do

Go over the list of magazine terms then get a popular magazine and refer to the items on
the list to mark the parts or sections of the magazine. Use small sticky colored notes as
markers on the corresponding parts.

Box out – a colored box behind some text, usually used to make the text stand out.

Byline – name of the reporter

Caption – the text underneath an image explaining it

Credits - the name/s of the photographer/s indicated below photographs; authors are
usually credited in the form of a by-line

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Crosshead – a subhead that shows in the body of the text and is centered above the
column of text; if it is set to one side then it is called a side-head

Exclusive – this means that the magazine solely covered the story; the publication pays
the interviewees and buys the story so it cannot be used by another publication;
also called a “special”

Feature – an article with a human-interest angle presented as a spread, but not

necessarily a news item (current affairs)

Headline – main statement, usually in the largest and boldest font, describing the main
story; banner headline spans the full width of the page

Kicker – this is a story designed to stand out from the rest of the page by using different font
(typeface) and layout.

Lead story – usually a splash; its main story

Lure – it’s usually a word or phrase that entices the reader to read the inside articles; can
be used as a marketing device

Masthead – the title block for the magazine; usually this is the most eye-catching convention
on a page and has to be distinct.

Menu – the list of contents inside the paper

Pugs – this is where the logo of the magazine, the price, and a promo are placed to catch
the reader’s eye; it is usually on the top left hand or right-hand corner of the magazine

Secondary lead – a sneak preview of an inside article or story: usually a picture

Sidebar – an additional box next to the main feature of the magazine

Splash – main story of the front page accompanied with the headline and a photograph

Spread – a story that covers more than one page.

Standfirstcodes – sentence after a headline and before an article begins that ‘sells’ a feature
to a reader

Strapline – subheading (heading below the initial headline)

Tag – categorizing the reader’s interest in a story by using a word or phrase to engage
them (e.g., sensational, new, exclusive

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 Assessment

A. Look at the following images and identify the codes and conventions that are evident.

1 2

https://media5.picsearch.com/is?8lIs04U6z0KO
NCBM8zo6wejbx6lUKV6gxbgrQKBkK34&height https://media5.picsearch.com/is?8lIs04U6z0KO
=255 NCBM8zo6wejbx6lUKV6gxbgrQKBkK34&height
=255

3
4

https://media1.picsearch.com/is?WKdMauhk
https://media5.picsearch.com/is?ngl_
H1TgXj-S-GLdXO0-C-
YBLVWmPiyL4gP3ALc&height=315
apSgb6GvbhJc1VfhBzNMaVirZxow-
KJB-k7i8Jg&height=341

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B. Below is a sample list for dance music videos. Draw up a list of code and conventions for other
music video genres (e.g., R&B). Provide another sheet for your answers.

Typical Codes and Conventions of Dance Music Videos

-The artist isn’t usually in the video, although this can change. An
example is Keisz – Hideaway
-The videos are usually performance or concept based
- upbeat music
- Dance routines
- fast-paced editing
- usually filmed in club/party settings
- girls in skimpy costumes
- high-key lighting
- Lots of close-up shots of the artist/actor
- summary locations such as the beach
-alcohol and drugs are commonly seen in these videos

https://www.slideshare.net/phoeberobinson1/codes-and-conventions-40012503?next_slideshow=1

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 Additional Activities

http://2.bp.blogspot.com/-MV0xvVXg-
JE/VZKGOYE6Y5I/AAAAAAAAAmw/zb1_Jev6lDA/s1600/10%2Bshort%2Bfilm%2Btable.png

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Watch the 30-second video infomercial of MTRCB on
https://www.youtube.com/watch?v=6PVFQjIEZ-M

As you watch the short clip, identify the codes, conventions, and messages used.

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 15
What’s More
Assessment 1. Masthead What I Know
What’s New
A. 2. Selling Line 1. Film Title
A. Possible answers
1. Technical Code 3. Cover Lines 2. Main Actor
1. Action
2. Symbolical Code 4. Main Cover 3. Release Date
2. Fantasy
Line/Model Credit
3. Written Code 4. A/B list of
3. Suspense
5. Dateline celebrities
4. Symbolical Code 4. Drama
6. Main Image 5. Mise-En-Scene
Answer Key
References

This is a list of all sources used in developing this module.

Yuvienco, Joel. 2017. Media &Information Literacy. Quezon City: C&E Publishing,Inc.

https://commons.deped.gov.ph/categories/a2fefa69-8ff8-425f-b674-0d8fcd2e25ef

https://media3.picsearch.com/is?WyrL_DMIdNRteVr0SBELV7DmJ-OtN-AD5lxcHHREqRQ&height=341

https://youtu.be/1H28Ak10kIQ

https://youtu.be/s2-1hz1juBI

https://youtu.be/bwzLiQZDw2I

https://youtu.be/u7KZrt_cHH0

https://www.youtube.com/watch?v=CldGTG6iVrU

https://www.youtube.com/watch?v=WhijmmePlU8

https://www.youtube.com/watch?v=tD63b6Z-Tr0

https://www.youtube.com/watch?v=6W70YkNjFKY

https://kohner.wikispaces.com/file/view/glossary_media_studies.pdf

http://www.youtube.com/watch?feature=player_embedded&v=KN_9kcam3Gc R
https://media5.picsearch.com/is?8lIs04U6z0KONCBM8zo6wejbx6lUKV6gxbgrQKBkK34&height=255

https://media5.picsearch.com/is?8lIs04U6z0KONCBM8zo6wejbx6lUKV6gxbgrQKBkK34&height=255

https://media1.picsearch.com/is?WKdMauhkH1TgXj-S-GLdXO0-C-YBLVWmPiyL4gP3ALc&height=315

https://media5.picsearch.com/is?ngl_apSgb6GvbhJc1VfhBzNMaVirZxow-KJB-k7i8Jg&height=341

https://www.slideshare.net/phoeberobinson1/codes-and-conventions-40012503?next_slideshow=1
http://2.bp.blogspot.com/-MV0xvVXg-
JE/VZKGOYE6Y5I/AAAAAAAAAmw/zb1_Jev6lDA/s1600/10%2Bshort%2Bfilm%2Btable.png

https://www.youtube.com/watch?v=6PVFQjIEZ-M

https://media.codes/media-codes-and-conventions-c03423c06aa8

https://www.unaoc.org/wp-content/uploads/Cement-Lesson-Plan-M4-U3.pdf

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For inquiries or feedback, please write or call:

Schools Division Office-Quezon City

Email Address: sdoqcactioncenter@gmail.com

Telephone No.8352-6806/6809; Telefax-3456-0343.

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