*AReED EDUCATION

Media and Information Literacy

Quarter 1 - Module 3:
Media and Information Languages

°i
Media and Information Literacy - Senior High School
Alternative Delivery Mode
Quarter 1 - Module 3: Media and Information Languages
First Edition, 2020

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Author: Rosalin I. Zapanta
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 Senior High School

Media and Information

Literacy
Quarter 1 - Module 3:
Media and Information Languages

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 Table of Contents

What This Module is About.................................................................................................I

What I Need to Know.......................................................................................................... I
How to Learn from this Module...........................................................................................I
Icons of this Module...........................................................................................................II

What I Know..................................................................................................................... III

Lesson 1:
The Concept of Constructedness..............................................1
What’s In.....................................................................................................1
What I Need to Know..................................................................................1
What Is It.....................................................................................................1
What’s More................................................................................................3
What I Have Learned..................................................................................4
What I Can Do............................................................................................4

Lesson 2:
Media Codes, Conventions and Messages...............................5
What’s In.....................................................................................................5
What’s New.................................................................................................5
What Is It.....................................................................................................6
What’s More................................................................................................9
What I Have Learned................................................................................10
What I Can Do..........................................................................................10

Lesson 3:
Audience, Producers and Other Stakeholders of Media........11
What’s In...................................................................................................11
What’s New...............................................................................................11
What Is It...................................................................................................12
What’s More..............................................................................................12
What I Have Learned................................................................................13
What I Can Do..........................................................................................13

Summary......................................................................................................................... 14
Assessment: (Post-Test)..................................................................................................15
Key to Answers................................................................................................................ 16
References...................................................................................................................... 19
What This Module is About
According to Marshall McLuhan (1964), “Language is a source of misunderstanding”.
Indeed, one of the most serious problems in the world is that people do not understand each
other. As a country with different dialects, multiple languages can be hard to use. Many
times what we mean does not always have the same meaning for others. And it can take
place in various circumstances and conditions: at home, at work, between social and ethnic
classes, between religions and nations. They can lead to small complications or troubles in
our everyday life and even large-scale conflicts between groups and nations. This is
basically the reason why we need to understand media and its languages.
This module contains lessons and activities that can help you as a Senior High
School student to not just be an information literate individual, but a creative and critical
thinker as well as a responsible user and competent producer of media and information.

The following are the lessons contained in this module:

1. The Concept of Constructedness
2. Codes, Conventions, and Messages
3. Audience, Producers, and Other stakeholders

What I Need to Know

At the end of this module, you should be able to:

1. Identify codes, convention, and message and how they affect the audience,
producers, and other stake holders. (MIL11/12MILA-IIIf- 15)
2. Reflect on how important information can be conveyed to create the desired
impression (MIL11/12MILA-IIIf- 16)

How to Learn from this Module

To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

I
Icons of this Module
What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior relatedt
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.
 What I Know

Multiple Choice. Select the letter of the best answer from among the given choices.

1. Media is a collective term for all communication medium such as books, newspapers,
radio, television, film and the Internet.
A. True B. False
C. Maybe D. Neither True or False

2. A media and information literate individual knows how to examine and take apart the
media message so that its parts are exposed to him.
A. True B. False
C. Maybe D. Neither True or False

3. It pertains to the codes, conventions, formats, symbols and narrative structures that
indicate the meaning of media messages to an audience.
A. Languages B. Media Types
C. Media Languages D. Media Sources

4. These are systems of signs which when put together create meaning.
A. Languages B. Codes
C. Media Languages D. Conventions

5. It refers to the recipients of information or the consumers of media.

A. Media audience B. Media producers
C. Media Languages D. Media Sources
 Lesson
The Concept of Constructedness
1
What’s In

In our previous lesson, we have been accustomed to the types of media - the Print
Media, Broadcast Media, and the New Media. Additionally, we have also mastered the
sources of media. Popular sources are the libraries, the internet and indigenous sources.

What I Need to Know

Activity 1: Video Analysis

Choose a short amateur video on youtube or on any platform which caught your
attention. It could be a short random clip, a music video, or an advertisement. Ask yourself
some of these questions:
1. How was the video created?
2. What materials were used in producing the video?
3. What steps were made to make it more entertaining?
4. What was included, and what was excluded?

What Is It

The previous exercise was to prepare you about how media messages are “constructed”.
Just as books use letters to make words, words to make sentences, sentences to
make paragraphs and paragraphs to tell us a story, we can say that all media messages
are constructed. The capacities of the human mind aided by today’s technology enable the
process called construction of media and information messages.
When we say that all media messages are constructed, we mean that all media
messages have been assembled by someone. That “someone” could be a single person, or
it could be a large organization. The messages and values contained in this particular piece
of media come from the people who created it.

1
Image credit: https://pixabay.com/photos/shooting-videographer-model-3621806/

In photographs, the photographer’s own vision of what he/she wants to show within
the frame demonstrates her own values and beliefs. A newspaper writer’s articles may be
based on his own beliefs, or maybe based on the beliefs and ideas of his publishers, or
perhaps even the beliefs of the companies who advertise in that particular newspaper.
Since all media messages are constructed using the ideas and values of the creator,
media messages from different creators will have different ideas planted in them. Those
ideas come from the creators’ own experiences, and since everyone’s experiences are
different, we can expect that each media message should be different as well.
Accordingly, while you may experience a certain media message in one way, there
are others who will certainly come across it in a completely different way. For example, while
you may find a certain media message entertaining, there may be others who find it
offensive.
The process of construction requires the use of deliberate choice on what and what
not to include, what to put on spotlight, and what should serve as a backdrop.
Now that it is clear that all media messages are constructed, the first step to fully
appreciating the “constructedness” of media and information messages is to deconstruct.
It means closely examining and taking apart the media message so that its parts are
exposed to you.
Deconstructing a media message can help us understand who created the message,
and who is intended to receive it. It can reveal how the producer put together the message
using words, images, sounds, design, and other elements. It can expose the point of view of
media makers, their values, and their biases. It can also uncover hidden meanings–
intended or unintended.
Key Concepts for Deconstructing Media
(adapted from www.nmmlp.org © 2008 New Mexico Media Literacy Project)

Source. All media messages are created.
The creator or the source of media could
be the writer, photographer or blogger. In
the case of a movie or film, the scriptwriter,
director, producer, and movie studio all play
a role in creating the message. The
question to ask is: Whose message is this?
Who has control over the content?
Audience. Media messages are intended
to reach audiences. Some are designed to
reach millions of people like the primetime
shows on the television. Others are may be
intended only for one person like an email
or a letter.
Text. We often use the word “text” to mean
“written words.” But in media literacy, “text”
has a very different meaning. The text of
any piece of media is what you actually
see and/or hear. It can include written or
spoken words, pictures, graphics, moving
images, sounds, and the arrangement or
sequence of all of these elements.
Subtext. The “subtext” is an individual
interpretation of a media message. It is
sometimes called the “hidden text.” The
subtext is not actually heard or seen; it is
the meaning we create from the text in our
own minds. Each person creates their own
subtext or interpretation based on their
previous experiences, knowledge,
opinions, attitudes, and values. Thus, two
people interpreting the same text can
produce two very different subtexts.
Persuasion Techniques. Media messages
use a number of techniques to try to
persuade us to believe or do something.
If we can spot the techniques being used,
we’re less likely to be persuaded, and more
likely to think for ourselves.
Point of view. No one tells the whole
story. Everyone tells part of the story from
their point of view. Deconstructing a media
message can expose the values and
biases of the media creator, and uncover
powerful messages in the process.

What’s More

Activity 2: Deconstructing Media

Choose one print advertisement on a magazine and paste it on a separate sheet of
paper. Answer the following questions to quickly deconstruct any media message coming
from the printed advertisement you have chosen.
1. Whose message is this? Who created or paid for it? Why?
2. Who is the “target audience”? What is their age, ethnicity, class, profession, interests,
etc.? What words, images or sounds suggest this?
3. What is the “text” of the message? (What we actually see and/or hear)
4. What is the “subtext” of the message? (What do you think is the hidden or unstated
meaning?)
5. What “tools of persuasion” are used? (Ex. Beautiful people, Association, Bandwagon,
Symbols)
6. What positive messages are presented? What negative messages are presented?
7. What part of the story is not being told?
 What I Have Learned

One basic principle in Media Literacy is that all media messages are .
The first step in fully appreciating the constructedness of media and information messages
is to . It means closely examining and taking apart the media message so
that its parts are exposed to you.

What I Can Do

Activity 3: ?
Identify the signs and symbols in your community that are used for a variety of
purposes to convey information (e.g. for directions, locations of attractions, etc.).
Describe the verbal and visual ‘languages’ used in these signs and symbols so they
are commonly understood by people in your community. Consider the use of font, stylized
images, design, etc.

->> rubric below to fill the extra white space <<-

 Lesson
Media Codes, Conventions and Messages
2
What’s In

In our previous lesson, we learned the first principle of Media Literacy which stresses
that all media messages are constructed. Additionally, the first step in fully appreciating the
“constructedness” of media and information messages is to deconstruct. It means closely
examining and taking apart the media message so that its parts are exposed.

What’s New

Activity 4: Guess What

Below are five (5) signs and symbols that are used to convey information (ex.
directions, locations of attractions, others). Identify each one. The first one serves as an
example.

Symbol Meaning/What it represents

Example: Facebook
 What Is It

The exercise given above is designed to prime you to the idea that media codes and
conventions are like the building blocks of all the media around us.

Image courtesy of media.codes Link?

Codes are systems of signs which when put together create meaning. There are
three types of media codes: symbolic codes, technical codes and written codes.
Conventions are the rules, habits or generally accepted ways of doing things. Now we will
look at these in detail by examining the table below.

Symbolic codes include the language,
dress or actions of characters, or iconic
symbols that are easily understood.
For example, a red rose may be used
symbolically to convey romance, or a
clenched fist may be used to communicate
anger. Symbolic codes in media include
setting, mise en scene, acting and color.
Setting is the time and place of the
narrative. A setting can be as big as the
galaxy or space, or as small as a specific
room. Setting can even be a created
atmosphere or frame of mind.

Image credit: https://pixabay.com/photos/hands- Image credit: https://pixabay.com/photos/sunset-

heart-couple-woman-man-1150073/ panorama-dusk-nature-3084651/
Mise en scene means ‘everything within
the frame’. In media terms it has become
to mean the description of all the objects
within a frame of the media product and
how they have been arranged. An analysis
of mise en scene includes: Set Design,
Costume, Props, and Staging and
Composition
Color has highly cultural and strong
connotations. When studying the use
of color in a media product the different
aspects to be looked at are: Dominant
color, Contrasting foils, and Color
symbolism.

Image credit: https://pixabay.com/photos/ Image credit: https://pixabay.com/photos/crystal-

caf%C3%A9-piazza-san-marco-86681/ ball- photography-ball-lights-3894871/

Acting. Actors portray characters in media

products and contribute to character
development, creating tension or
advancing the narrative. The actor portrays
a character through:
Facial expression, Body Language, Vocal
qualities, Movement, and Body contact.

Image credit: https://pixabay.com/photos/people-

play-costumes-acting-691440/

Technical codes include sound, camera angles, types of shots and lighting. They
may include, for example, ominous music to communicate danger in a feature film, or high-
angle camera shots to create a feeling of power in a photograph. Technical codes in media
may include Camerawork, Editing, Audio and Lighting.

Camerawork refers to how the camera is Image credit: https://pixabay.com/photos/photo-edit- picture-

operated, positioned and moved for photography-2298945/
specific effects. Camerawork includes:
Positioning, Movement, Framing,
Exposure, and Lens choice.
Editing is the process of
Image credit: https://unsplash.com/photos/EWaoo-
choosing, manipulating and i7qIs
arranging images and sound.
Audio is the expressive or naturalistic use
of sound. The three aspects of audio are:
Dialogue, Sound effects, and Music.

Lighting is the manipulation of natural or

Image credit: https://pixabay.com/photos/micro-
mixing-audio-sound-radio-4520681/
artificial light to selectively highlight specific
elements of the scene. Elements of lighting
include: Quality, Direction, Source, &
Colour.

https://www.pexels.com/photo/photo-studio-with-
white-wooden-framed-wall-mirror-134469/

Written codes are the formal written language used in a media product. Written
codes include printed language which is the text you can see within the frame and how it is
being presented, and also spoken language, which includes dialogue and song lyrics.

Image credit: https://pixabay.com/photos/micro-mixing-audio-sound-radio-4520681/

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 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 the headline or 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.
Image credit: https://pixabay.com/photos/micro-
mixing-audio-sound-radio-4520681/
Story conventions are common narrative Genre conventions point to the common
structures and understandings that are use of images, characters, settings or
common in story telling media products. themes in a particular type of medium.
Examples of story conventions include: Genre conventions are closely linked with
Narrative structures, Cause and effect, audience expectations. Genre conventions
Character construction, and Point of View. can be formal or thematic.

Image credit: https://pixabay.com/photos/glasses- Image credit: https://pixabay.com/photos/rock-

reading-glasses-spectacles-1246611/ music- artist-concert-2658355/

What’s More

Activity 5: Post Card

Below is a postcard of the Camiguin Province. Identify the key symbolic and technical
codes of it. What information about Camiguin is communicated through the use of these
codes? What information is omitted?
Image credit: https://pixabay.com/photos/camiguin-philippines-beach-islands-781449/
 What I Have Learned

This lesson emphasizes that media codes and conventions are like the building
blocks of all the media around us. are systems of signs which when put together create
meaning. There are three types of media codes: symbolic codes, technical codes and
written codes. , on the other hand, are the rules, habits or generally
accepted ways of doing things.

What I Can Do

Activity 6: ?
Draw a postcard for a place or organization of your choice using any material that is
available to you. What key technical and symbolic codes would you use to convey important
information and create the desired impression?

Postcard Rubric
Criteria 4 3 2 1
Attractiveness The use of codes The use of The use of The use of codes
and symbols codes and codes and and symbols
to present the symbols to symbols to to present the
message are present the present the message are
exceptionally message are message are poorly selected.
attractive. satisfactorily acceptability
attractive. attractive.
Creativity Original and Original and a Original but not Not original nor
imaginative. little imaginative. imaginative. imaginative.
Imaginative but Imaginative but
a little original. not original.
Validity of Language Language are Poor selection Language do not
Information used makes adequately of language tie in with the
the message used to present to present the message. The
come alive. the message. message. The information
The information The information information presented are
presented are presented are presented are not accurate and
accurate and adequately poorly accurate valid.
valid. accurate and and valid.
valid.
Meaningfulness The presentation The The The presentation
is cohesive and presentation presentation lacks meaning;
comprehensive has deep lacks meaning no supporting
with supporting meaning but with no details; with
details. little supporting supporting unfinished parts
details. details.
 Lesson
Audience, Producers and Other Stakeholders of Med
3
What’s In

In our previous lesson, we learned the first principle of Media Literacy which stresses
that all media messages are constructed. Additionally, the first step in fully appreciating the
“constructedness” of media and information messages is to deconstruct. It means closely
examining and taking apart the media message so that its parts are exposed.

What’s New

Activity 7: Film Titles

Scan a number of newspapers or use the Internet to access current film titles. Based
on the titles and the advertising for these films, what do you expect to see in each film? Who
do you think the target audience is for each of these films? Write your answer on the table
provided. The first one serves as an example.

Film Title What do you expect to Who are the target

see? Audience?

Example: Hello, Love, Love Story Teens, young adults,

Goodbye young couples, lovers,
 What Is It

In this lesson, we will connect the idea of media languages to the idea of audiences,
producers and other stakeholders.
The audience of the message
The producers of the message
The audience refers to the group
of consumers for whom a media message The producers are the people
was constructed as well as anyone else engaged in the process of creating and
who is exposed to the message. There are putting together media content to make a
two general types of media audience: finished media product.

1. Mass Audience – are the

mainstream consumers Other stakeholders in the process
2. Niche Audience – a small group of Other stakeholders are the
influential audience with a unique libraries, archives, museums, internet and
taste other relevant information providers.

What’s More

Activity 8: Film Advertisement

In many cinemas today, audiences watch advertisements before the feature film
begins. Based on the films in the previous exercise, what kind of ads would you expect to be
shown to the audiences before these films? Write your answer on the table provided. The
first one serves as an example.

FilmTitle Who are the target Possible advertisement

Audience?

Example: Hello, Love, Teens, young adults, Clothing advertisement,

Goodbye young couples, lovers sanitary napkin ad,
cologne ad
 What I Have Learned

This lesson connects the idea of media languages to the notion of audiences,
producers and other stakeholders. The , being, the consumers of the media message
while the are the creators of such media message. On the other hand, other
stakeholders can be the libraries, archives, museums, internet and other relevant information
providers.

What I Can Do

Activity 9
Using still or video pictures, create a collage of images you would use to sell your
school to a particular audience. Consider the use of appropriate icons, symbols, visual and
verbal language, music, colors, camera shots and angles, etc. to engage and speak to this
audience. Audiences for this collage could be potential students who might enroll in the
school, parents of these students, school trustees, a politician, etc.

Criteria 4 3 2 1
Attractiveness The use of codes The use of The use of The use of codes
and symbols codes and codes and and symbols
to present the symbols to symbols to to present the
message are present the present the message are
exceptionally message are message are poorly selected.
attractive. satisfactorily acceptability
attractive. attractive.
Creativity Original and Original and a Original but not Not original nor
imaginative. little imaginative. imaginative. imaginative.
Imaginative but Imaginative but
a little original. not original.
Validity of Language Language are Poor selection Language do not
Information used makes adequately of language tie in with the
the message used to present to present the message. The
come alive. the message. message. The information
The information The information information presented are
presented are presented are presented are not accurate and
accurate and adequately poorly accurate valid.
valid. accurate and and valid.
valid.
Meaningfulness The presentation The The The presentation
is cohesive and presentation presentation lacks meaning;
comprehensive has deep lacks meaning no supporting
with supporting meaning but with no details; with
details. little supporting supporting unfinished parts
details. details.
Summary

This module stresses that all media messages are constructed. Hence, the first step
to fully appreciating the constructedness of media and information messages is to
deconstruct. It means closely examining and taking apart the media message so that its
parts are exposed to you.

Deconstructing a media message when put together create meaning. There

can help us understand who created the
message, and who is intended to receive it.
It can reveal how the producer put together
the message using words, images, sounds,
design, and other elements. It can expose
the point of view of media makers, their
values, and their biases. It can also
uncover hidden meanings– intended or
unintended.
However, there is no one “correct”
way to deconstruct a media message–
each of us interprets media differently.
Additionally, this module
emphasizes that media codes and
conventions are like the building blocks of
all the media around us. Codes are
systems of signs which
are three types of media codes: symbolic
codes, technical codes and written
codes. Conventions, on the other hand,
are the rules, habits or generally accepted
ways of doing things.
Moreover, this module connects
the idea of media languages to the
notion of audiences, producers and other
stakeholders. The audience, being, the
consumers of the media message while
the producers are the creators of such
media message. On the other hand, other
stakeholders can be the libraries, archives,
museums, internet and other relevant
information providers.

Glosarry

Constructedness. The status of a text (in any medium) as something created, authored,
composed, framed, mediated, and/or edited
Representation. The ways in which media represents reality through the decisions and
perspectives of its creators
 Assessment: (Post-Test)

Multiple Choice. Select the letter of the best answer from among the given choices.

1. Media is a collective term for all communication medium such as books, newspapers,
radio, television, film and the Internet.
A. True B. False
C. Maybe D. Neither True or False

2. A media and information literate individual knows how to examine and take apart the
media message so that its parts are exposed to him.
A. True B. False
C. Maybe D. Neither True or False

3. It pertains to the codes, conventions, formats, symbols and narrative structures that
indicate the meaning of media messages to an audience.
A. Languages B. Media Types
C. Media Languages D. Media Sources

4. These are systems of signs which when put together create meaning.
A. Languages B. Codes
C. Media Languages D. Conventions

5. It refers to the recipients of information or the consumers of media.

A. Media audience B. Media producers
C. Media Languages D. Media Sources
Pre-Test / Post- Test
1. A
2. A 3. C 4. B 5. A

Lesson 1
Activity 1: Video Analysis
Possible Responses
1. How was the video created?
• The video was created like a pro... it was very catchy and entertaining as well
• The video was very plain and boring…

2. What materials were used in producing the video?

• They used a very nice and appropriate backdrop, the actors were amazing…
• The camera was shaky, there was not enough lighting …

3. What steps were made to make it more entertaining?

• A lively and funny host…
• A well-prepared script/material…

4. What was included, and what was excluded?

• It was clear in the video that the main intention was to entertain…
• Implied in the video was the glamorous lifestyle of the main character/host
• Excluded in the video was the intent to persuade us to follow the lifestyle of
the host...
Lesson 1
Activity 2: Deconstructing Media
Possible Responses
1. Whose message is this? Who created or paid for it? Why?
• The advertisement was created and paid for by Company A to promote
its new product...
2. Who is the “target audience”?
• This advertisement targets people of several races and ages…
• There is an appeal to the upper class or those who desire to seem upper
class…
• There is also an appeal to those who value family...
• The ad also targets people who want to have fun with family…
3. What is the “text” of the message? (What we actually see and/or hear)
• We see a close-knit family of five who are well dressed… All of them seem
to be genuinely happy…
4. What is the “subtext” of the message? (What do you think is the hidden or
unstated meaning?)
• The ad suggests that people should wear their brand…
• And if someone does he will seem wealthy, educated, and interesting…
5. What “tools of persuasion” are used?
• Beautiful people: There are paid models in this ad and they are all attractive.
• Association: The brand is related to fun, leisure, and popularity.
• Bandwagon: In order to be cool and popular you need to wear their brand
because everyone in this large, cool family does.
• Symbols: Mercedes denote wealth, newspaper= education
6. What positive messages are presented? What negative messages are
presented?
• The positive messages presented in this ad are family, education, and people
coming together...
7. What part of the story is not being told?
• They actually intend to put emphasis on superficial things (brand) but of
course it was done in a very subtle way…
Lesson 2 Lesson 2
Activity 4: Guess What Activity 5: Postcard
2. Superman Possible Response
3. No U-Turn The color blue which was the postcard’s main
backdrop represents serenity and calmness. The
4. Peace sea is almost equal to rest and relaxation. The color
5. Recycle green in the background represents the province’s
lush forest….
6. Infinity
References
Pixabay.com. Accessed January 16, 2020, https://pixabay.com/photos/shooting-
videographer-model-3621806/

Robert Young. “Media Codes and Convention.” Accessed January 16, 2020, https://
media.codes/media-codes-and-conventions-c03423c06aa8

Tki.org. “ Codes and Coventions.” Accessed January 16, 2020, https://media-studies.

tki.org.nz/Teaching-media-studies/Media-concepts/Codes-and-conventions

Pixabay.com.”Hands Heart Woman Man.” Accessed January 16, 2020,

https://pixabay. com/photos/hands-heart-couple-woman-man-1150073/

Pixabay.com.”Sunset Panorama Dusk Nature.” Accessed January 16, 2020,https://

pixabay.com/photos/sunset-panorama-dusk-nature-3084651/

Pixabay.com.”Cafe Piazza San Marco.”Accessed January 16, 2020, https://pixabay.

com/photos/caf%C3%A9-piazza-san-marco-86681/

Pixabay.com.”People Play Costumes Acting.”Accessed January 16, 2020,https://

pixabay.com/photos/people-play-costumes-acting-691440/

Pixabay.com. “Cyrstal Ball.” Accessed January 16, 2020, https://pixabay.com/photos/

crystal-ball-photography-ball-lights-3894871/

Pixabay.com. “Fantasy Adventure Woman Model.” Accessed January 16, 2020,

https:// pixabay.com/illustrations/fantasy-adventure-woman-model-1358031/

https://pixabay.com/photos/photo-edit-picture-photography-2298945/

Pixabay.com. “Photo Camera Photography Old Retro.” Accessed January 16,

2020,https://pixabay.com/photos/photo-camera-photography-old-retro-219958/

Pixabay.com. “Micro Mixing Audio Sound Radio.” Accessed January 16, 2020,https://
pixabay.com/photos/micro-mixing-audio-sound-radio-4520681/

Pixabay.com. “Boy Sitting Lantern.” Accessed January 16, 2020,https://pixabay.com/

photos/boy-sitting-lantern-outdoors-asia-1822614/

19
Pixabay.com. “Flower Ranunculus Blossom Bloom.” Accessed January 16,
2020,https:// pixabay.com/photos/flower-ranunculus-blossom-bloom-1312828/

Pixabay.com. “Rule Hook Check Mark Hammer.” Accessed January 16, 2020,https://
pixabay.com/illustrations/rule-hook-check-mark-hammer-1752625/

Pixabay.com. “Change World Man Newspaper Read.” Accessed January 16,

2020,https://pixabay.com/photos/change-world-man-newspaper-read-4039486/

Pixabay.com. “Glasses Reading Spectacles.” Accessed January 16, 2020,https://

pixabay.com/photos/glasses-reading-glasses-spectacles-1246611/

Pixabay.com. “Rock Music Concert.” Accessed January 16,

2020,https://pixabay.com/ photos/rock-music-artist-concert-2658355/

Pixabay.com,” Camiguin Philippines BAech ISland,” Accessed January 17, 2020,

https://pixabay.com/photos/camiguin-philippines-beach-islands-781449/
 For inquiries or feedback, please write or call:

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