MEDIA AND INFORMATION LITERACY Module

MEDIA AND
INFORMATION LITERACY
INTRODUCTION TO MEDIA AND INFORMATION
LITERACY
Content Standards: The learner demonstrates an understanding of media and information sources, and
values them as part of communication tools.
Performance Standards: The learners shall be able to create a log of their use and interaction with
media and information providers to aid in their understanding of media and information literacy.
Learning Competencies:
• Describes how much media & info affect communication. MIL11/12IMIL-IIIa-1
• Identifies the similarities and differences of media literacy, information literacy, and technology
literacy. MIL11/12IMIL-IIIa-2
• Editorializes the value of being literate in media & information. MIL11/12IMIL-IIIa-3
• Shares to the class media habits, lifestyles and preferences. MIL11/12IMIL-IIIa-4
Specific Learning Objective

At the end of the lesson, the learners are able to:
• Create a log that reflects their current use and interaction with media and information.
• Define the key concepts (media, information, technology literacy, and media and information
literacies).
• Compare and relate the media and information literacy framework to their own understandings and
competencies.
Why MIL?
 The world is a fast-changing media and information landscape

 Media, communication and information provide many opportunities and present significant
impacts.
 Newer means of acquiring knowledge, entertainment and social interactions have made young
users more susceptible to unforeseen threats from tools, technologies and messages.
“There has always been the need for young people to be trained early in being more aware in how
media works, how to handle and control the different forms of media, and how to actively express
oneself using the skills learned from a media and information literacy class.” (Liquigan, 2016)
MOTIVATION
Without consulting other sources of information, ask yourself what the following
words mean to you:
 Communication
 Media
 Information
 Technology
 Literacy
COMMUNICATION
 the act or process of using words, sounds, signs, or behaviors to express or exchange information or
to express your ideas, thoughts, feelings, etc., to someone else
ETYMOLOGY OF COMMUNICATION
 Communication is from the Latin term “communicare”, which means “to share” or “to divide
out.”
 It may also be thought to originate from the Latin word “communis”, which roughly means
“working together.”
MODES OF COMMUNICATION
a. Verbal- Vocal and Written
b. Nonverbal- Kinesics, Haptics, Proxemics, Olfactory, Gustatory, Chronemics, Paralinguistic,
Appearance
COMMUNICATION MODELS
1. TRANSMISSION MODELS
Laswell’s Communication Models
Shannon and Weaver’s Communication Models

Westley and Maclean Model of Communication
Gerbner’s Communication Model
Ritual or Expressive Model

Publicity Model
2. RECEPTION MODEL
Schramm’s Model
Berlo’s Model
PICTURE ANALYSIS
(Show these photos to students and let them interpret it)
MEDIA AND INFORMATION
DEFINITIONS OF MEDIA
Source Definition
Oxford Learner’s the main ways that large numbers of people receive
Dictionaries information and entertainment, that is television, radio, newspapers
and the Internet
UNESCO Media and refers to the combination of physical objects used to

Information Literacy communicate or mass communication through physical objects such
Curriculum Teachers as radio, television, computers, or film, etc.
source of credible information in which contents are provided
through an editorial process determined by journalistic values and
therefore editorial accountability can be attributed to an organizational
or a legal person
The Penguin means of distributing texts and messages to a large mass of

Dictionary of Media people
Studies (2007)
carries a certain degree of intellectual baggage or currency with it
Category Examples
Modality Text, audio, video, graphics, information
Format Digital or analog
Way of transmitting Electromagnetic or radio waves, light waves
Mass media form TV, radio, print, Internet, telephone, mobile
CATEGORIES OF MEDIA
MEDIA, INFORMATION AND TECHNOLOGY LITERACY
MOTIVATION
(Let the students analyze the picture and ask what was the reason these pictures became viral)
 LITERACY: The ability to identify, understand, interpret, create, communicate and compute, using
printed and written materials associated with varying contexts. Literacy involves a continuum of
learning, wherein individuals are able to achieve their goals, develop their knowledge and potential,
and participate fully in their community and wider society.
• MEDIA: The physical objects used to communicate with, or the mass communication through physical
objects such as radio, television, computers, film, etc. It also refers to any physical object used to
communicate messages.
• MEDIA LITERACY: The ability to access, analyze, evaluate, and create media in a variety of forms. It
aims to empower citizens by providing them with the competencies (knowledge and skills) necessary
to engage with traditional media and new technologies.
• INFORMATION: A broad term that covers processed data, knowledge derived from study, experience,
instruction, signals or symbols.
• INFORMATION LITERACY: The ability to recognize when information is needed, and to locate,
evaluate, and effectively communicate information in its various formats.
• TECHNOLOGY LITERACY: The ability of an individual, either working independently or with
others, to responsibly, appropriately, and effectively use technological tools. Using these tools an
individual can access, manage, integrate, evaluate, create and communicate information.
• MEDIA AND INFORMATION LITERACY: The essential skills and competencies that allow
individuals to engage with media and other information providers effectively, as well as develop
critical thinking and life-long learning skills to socialize and become active citizens
SIX KEY CONCEPTS IN MEDIA ANALYSIS
1. All media messages are “constructed.”
2. Each medium has different characteristics, strengths, and a unique “language” of construction.
3. Media messages are produced for particular purposes.

4. All media messages contain embedded values and points of view.
5. People use their individual skills, beliefs and experiences to construct their own meanings from media
messages.
6. Media and media messages can influence beliefs, attitudes, values, behaviors, and the democratic
process.
KEY QUESTIONS TO ASK WHEN ANALYZING MEDIA MESSAGES

1. AUDIENCE & AUTHORSHIP
AUTHORSHIP
• Who made this message? IMPACT
• Who might benefit from this message?
PURPOSE • Who might be harmed by it?
• Why was this made? • Why might this message matter to me?
• Who is the target audience (and how do you
know)? ECONOMICS RESPONSE
• Who paid for this? • What kinds of actions might I take in response to
this message?
2. MESSAGES & MEANINGS
CONTENT
• What is this about (and what makes you think that)?
• What ideas, values, information, and/or points of view are overt? Implied?
• What is left out of this message that might be important to know?
TECHNIQUES
• What techniques are used?
• Why were those techniques used?
• How do they communicate the message?
INTERPRETATIONS
• How might different people understand this message differently?
• What is my interpretation of this and what do I learn about myself from my reaction or
interpretation?
3. REPRESENTATIONS & REALITY

CONTEXT • When was this made?
• Where or how was it shared with the public? • Is this fact, opinion, or something else?
• How credible is this (and what makes you
think that)?
• What are the sources of the information, ideas,
CREDIBILITY or assertios
MEDIA DESENSITIZATION
 AUTOMATICITY OR AUTOMATIC RESPONSE is a “state where our minds operate without any
conscious effort from us.’
 NORMALIZATION is when the mass media continually reinforce certain behavioral patterns of
exposure until they become automatic habits.
B. Stages of Media Literacy

1. Acquiring Fundamentals
2. Language Acquisition
3. Narrative Acquisition
4. Developing Skepticism
5. Intensive Development
6. Experiential Exploring
7. Critical Appreciation
8. Social Responsibility
THE EVOLUTION OF TRADITIONAL TO NEW
MEDIA
Content Standards: The learners demonstrate an understanding of the historical background of media
and information; basic theories of media and information systems; and concepts of ownership, control,
and regulation of media.
Performance Standards: The learners shall be able to examine technology and identify media through
the different ages.
• Identify traditional media and new media, and their relationships. MIL11/12EMIL-IIIb-5
• Editorialize the roles and functions of media in democratic society. MIL11/12EMIL-IIIb-6
Specific Learning Objectives

At the end of the lesson, the learners will be able to:
• Examine the technology or resources available during the prehistoric age, the industrial age, the
electronic age, and the new or digital age.
• Identify the devices used by people to communicate with each other, store information, and broadcast
information across the different ages.
THE MCLUHAN MANTRA
 The medium is the message
 Society is driven by changes in media and communication technology
 Society adapts to advances in technology, thus changing cultural, political and even historical
aspects of that society
HOT AND COLD MEDIA
 HOT MEDIA refer to forms requiring little involvement from the audience.
(example: radio, film)
 COOL MEDIA are those with high level user interactivity, where the experience is more dynamic
and the audience is more involved.
(example: TV, Newspaper, Internet)
PERIODS IN COMMUNICATION HISTORY

1. PRE-INDUSTRIAL AGE (BEFORE 1700S)
People discovered fire, developed paper from plants, and forged weapons and tools with stone, bronze,
copper and iron.
Examples:
• Cave paintings (35,000 BC) • Dibao in China (2nd Century)
• Clay tablets in Mesopotamia (2400 BC) • Codex in the Mayan region (5th Century)
• Papyrus in Egypt (2500 BC) • Printing press using wood blocks (220 AD)
• Acta Diurna in Rome (130 BC)
2. INDUSTRIAL AGE (1700S-1930S)

People used the power of steam, developed machine tools, established iron production, and the
manufacturing of various products (including books through the printing press).
Examples:
• Printing press for mass production (19th • Commercial motion pictures (1913)
century) • Motion picture with sound (1926)
• Newspaper- The London Gazette (1640) • Telegraph
• Typewriter (1800)Telephone (1876) • Punch cards
• Motion picture photography/projection (1890)
3. ELECTRONIC AGE (1930S-1980S)

The invention of the transistor ushered in the electronic age. People harnessed the power of transistors
that led to the transistor radio, electronic circuits, and the early computers. In this age, long distance
communication became more efficient.
Examples:
• 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
4. DIGITAL AGE (1900S-2000S)

The Internet paved the way for faster communication and the creation of the social network. People
advanced the use of microelectronics with the invention of personal computers, mobile devices, and
wearable technology. Moreover, voice, image, sound and data are digitalized. We are now living in
the information age.
Examples:
• Web browsers: Mosaic (1993), Internet Explorer (1995)
• Blogs: Blogspot (1999), LiveJournal (1999), Wordpress (2003)
• Social networks: 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), netbooks (2008), tablets (1993)
• Smart phones
• Wearable technology
• Cloud and Big Data
CULTURE AND TECHNOLOGY
TRADITIONAL VS NEW MEDIA

FUNCTIONS OF COMMUNICATION AND MEDIA
1. Inform citizens of what is happening (monitoring function)
2. Educate the audience
3. Provide a flatform for public discourse (public opinion)
4. “Watchdog” role of journalism
5. Channel for advocacy for political viewpoints
A. THEORIES OF THE PRESS
1. Authoritarian
 It is the oldest theory of the press and has, historically, been the most commonly seen as
monarchies, dictatorship and theocracies have been the chief rulers of societies.
 Freedom of information is unheard of, where the press and all information contained in it are
strictly controlled by the government.
2. Soviet Media
 First implemented boldly by the now defunct Soviet Union. It oversees the press and punish
offenders.
 Media serves as a tool for the government’s propaganda.
3. Libertarian
 It focuses on the ability of an individual to think freely, process information, and apply reason to
understand the truth.
 This theory believes that the press and government should be separate institution that belongs to
the people and serves their best interest.
Principles:
1. People want the truth and will use the truth as a guide for thinking and decision making.
2. The only way to achieve this is for ideas to be freely and openly discussed.
3. People have varying opinions of which they must be allowed to develop on their own.
4. The most rational ideas will then e accepted.
4. Social Responsibility
 The majority of all media outlets in libertarian society are owned by private individuals though
either a large group of investors or an individual, family and exist primarily to make money for
those individuals.
 Media can still be controlled by corporate interest.
Content Standards: The learners demonstrate an understanding of why there is a need for information,
and identify how to locate, access, assess, organize and communicate that information.
Performance Standards: The learners shall be able to create a log containing the stages/elements of
information literacy.
• Define information needs; can locate, access, assess, organize, and communicate information.
MIL11/12IL-IIIc-8
• Demonstrate ethical use of information. MIL11/12IL-IIIc-9
Specific Learning Objectives:

At the end of the lesson, the learners are able to:
• Define elements of information.
• Recognize pertinent guide questions leading to information literacy.
• Create a log of the stages and elements of information literacy in a given scenario.
The ability to recognize when information is needed, and to locate, evaluate, and effectively communicate
information in its various formats.
FIVE COMPONENTS OF INFORMATION LITERACY
A. Information Needs
INFORMATION TYPOLOGY
1. FACTUAL VS ANALYTICAL
 Factual - Based on evidences and findings provided by reliable sources (books,
encyclopedia.).
 Analytical - interpretation of facts by an individual, usually an expert on the subject(feature
articles, commentaries, or reviews).
2. SUBJECTIVE VS OBJECTIVE
 Subjective - The information is about the discussion and elaboration of a thesis statement
which still anchored on facts.
 Objective - Information is unbiased and does not lead you to judge the information in a
certain way.
3. CURRENT VS HISTORICAL
 Current - refers on how up-to-date or how recent the information is.
 Historical - old and the publication date of the source material is the usual basis for currency.
4. SCHOLARLY VS POPULAR
 Scholarly - A product of an author’s expertise and study on the subject matter.
 Popular - Appeals to general interest and is usually found in general circulation
materials(magazine, coffee table books, online features)
5. PRIMARY VS SECONDARY VS TERTIARY

 Primary - Original, first-hand information
 Secondary - One or more steps removed from a primary source and may interpret or analyze
a primary source
 Tertiary - Topic review, and usually include bibliographies of primary and secondary sources
6. STABLE VS UNSTABLE
 Stable vs. Unstable – Stable sources is identified using the following questions
1. Has it been around for a long time?
2. Is it routinely uploaded?
3. Are print versions of an online document available?
4. Is the site assessed with a reputable institution?
TYPES OF MEDIA
Content Standards: The learners demonstrate an understanding of how representations are constructed
in diverse media types and how they converged.
Performance Standards: The learners shall provide an outline of media convergence in different areas
by identifying the different platforms and the convergence therein.
• Classify contents of different media types. MIL11/12TYM-IIId-10
• Define media convergence through current examples. MIL11/12TYM-IIId-11
• Discuss to class on how a particular individual is portrayed in public using different type of media.
MIL11/12TYM-IIId-12

At the end of the lesson, the learners must be able to:
• Identify different type of media.
• Define media convergence in different context.
DIFFERENT MEDIA FORMS

A. PRINT MEDIA
Also known as the press, this type of media refers to materials that are written and physically
distributed. Print media encompasses mass communication through printed material.
Different Forms of Print Media
1. Books
Books are the very first form of mass media in human history. Books contain records of past
experiences and human knowledge that are passed on to later generation. The book is the oldest and
most respected medium without which civilization as we know it could not have developed. For
hundreds of years books in their traditional form have been the most important means by which we
preserve our culture, transmit to the next generation and communicate important new ideas to
millions of readers.
2. Newspaper
Newspapers enjoyed the position of the most preferred medium to reach a wider audience until
electronic communication emerged on the media scene. In the early days, newspapers were the only
medium that masses at large depended on, for daily news. A newspaper carries all kinds of
communication related to a variety of topics like politics, current affairs, entertainment, finance,
stocks, etc. Apart from this, it also includes topics which are in lighter vein like cartoons, crosswords,
Sudoku, movie reviews, book reviews, puzzles, crosswords, etc. This captivates the imagination and
interests of readers from all age groups. Newspapers are an important platform of mass
communication as they reach every nook and corner of the world where electronic media fails to
reach. It plays a pivotal role in providing authentic firsthand information, building opinions, updating
the knowledge of the reader, and serves as a good platform for advertisers to promote their products.
3. Magazines
Magazines are another type of popular culture print media. They usually cater to a specific type of
audience who are looking for information based on a particular subject. Magazines cover a plethora
of topics like current affairs, business, finance, consumers, gadgets, self-help, luxury, lifestyle,
beauty, fashion, entertainment, travel, etc. Magazines like TIME and Reader's Digest include
information which is all-pervasive. The frequency of magazines can be weekly, fortnightly, bi-
monthly, quarterly, half-yearly, or yearly. These magazines are the best forum for advertisers as they
have a niche readership. The readers look for a specific type of information; say for example, a
camera ad in a Gadget magazine will definitely have a direct brand impact on the reader who wants to
buy a camera. Also, the shelf life and brand recall of magazines is far better than newspapers which
have a short life span.
4. Tabloids
The popular daily papers are also called tabloids. A tabloid is both a paper size and a term for the
style of the newspapers that tend to use that format. Tabloid is the smaller of the two standard
newspaper sizes; the larger newspapers are called broadsheets. The name seems to derive from a
pharmaceutical trademark meaning compressed tablet, and has been applied to other small things.
There are two distinct uses of the term today. The more recent usage, actually deriving from the
original usage, is to refer to weekly or semi-weekly alternative papers in tabloid format. Many of
these are essentially straightforward newspapers, publishing in tabloid format.
5. Newsletters
A newsletter is a regularly distributed publication that is generally about one main topic of interest to
its subscribers. For example, newsletters are distributed at schools to inform parents about things that
happen in that school.
6. Journals
A daily record of events or business; a private journal is usually referred to as a diary. A newspaper or
other periodical, in the literal sense of one published each day. Many publications issued at stated
intervals, such as academic journals (including scientific journals), or the record of the transactions of
a society, are often called journals. In academic use, a journal refers to a serious, scholarly publication
that is peer-reviewed. A non-scholarly magazine written for an educated audience about an industry
or an area of professional activity is usually called a trade magazine.
7. Comic Books
A comic book or comicbook, also called comic magazine or simply comic, is a publication that
consists of comic art in the form of sequential juxtaposed panels that represent individual scenes.
Panels are often accompanied by brief descriptive prose and written narrative, usually dialog
contained in word balloons emblematic of the comics art form.
8. Manga
Manga is a Japanese word referring both to comics and cartooning. The medium includes works in a
broad range of genres: action-adventure, business/commerce, comedy, detective, historical drama,
horror, mystery, romance, science fiction and fantasy, sexuality, sports and games, and suspense,
among others. Although this form of entertainment originated in Japan, many manga are translated
into other languages, mainly English.
9. Posters
A poster is any piece of printed paper designed to be attached to a wall or vertical surface. Typically,
posters include both textual and graphic elements, although a poster may be either wholly graphical
or wholly text. Posters are designed to be both eye-catching and informative. Posters may be used for
many purposes. They are a frequent tool of advertisers (particularly of events, musicians and
films), propagandists, protestors and other groups trying to communicate a message. Posters are also
used for reproductions of artwork, particularly famous works, and are generally low-cost compared to
original artwork.
10. Booklets and Brochures

Booklets and brochures are part of the promotional literature of a product, or an organization. There
are two types of booklets and brochures.
• Pre-buying promotion: Usually in malls and stores, promotional literature is distributed free to all
(with discount offers, or other schemes which seem profitable). For example, a free booklet about
cosmetics will include information about the products, latest trends, contents, the benefits of using
them, the available range, or colors, discount coupons, etc. This, will most likely, have a positive
impact on your decision-making.
• Post-buying promotion: These booklets and brochures are usually given with a product for better
customer experience and easy usage post purchasing. You must have observed when you buy any
new item that it is usually accompanied with a small booklet giving details about the benefits of using
the product, usage directions, cleaning and storage instructions. The guidelines are usually followed
by a series of 'how to' images which facilitate easy information about the product. These booklets
may also include ‘Other offerings’ section. Organizations also have their own profiles in the form of
brochures which they give to their stakeholders to create a favorable image. It highlights the
information about the company, its capacity and capability, services and solutions offered milestone
achievements, sustainability, innovation, awards, etc. In this case people "do judge the book by its
cover", and hence, these booklets and brochures are designed in an attractive format using colors and
photos
11. Pamphlets
A pamphlet is an unbound booklet (that is, without a hard cover or binding). It may consist of a single
sheet of paper that is printed on both sides and folded in half, in thirds, or in fourths, called a leaflet,
or it may consist of a few pages that are folded in half and saddle stapled at the crease to make a
simple book.
12. Flyers
A flyer is a form of paper advertisement intended for wide distribution and typically posted or
distributed in a public place, handed out to individuals or sent through the mail. In the 2010s, flyers
range from inexpensively photocopied leaflets to expensive, glossy, full-color circulars.
13. Fact Sheets

A fact sheet, factsheet or (in some industries) one-sheet is a presentation of data in a format which
emphasizes key points concisely. The layout is simple and often standardized, e.g. using a table,
bullet points and/or headings, and is usually on a single printed page. Fact sheets often contain
product information, technical data, lists, statistics, answers to common questions (e.g. FAQs), and
educational material, or how-to, "do-it-yourself" advice. They are sometimes a summary of a
longer document.
14. Bumper Stickers
A bumper sticker is an adhesive label or sticker with a message, intended to be attached to
the bumper of an automobile and to be read by the occupants of other vehicles—although they are
often stuck onto other objects. Bumper stickers can be commercial, religious, secular, humorous, or in
support of a sports team or other organization. They may promote or oppose a particular
philosophical or political position.
15. Billboards
Billboards are huge advertisements that are put up at a height in strategic locations to draw more
attention. They usually attract the target audience by their bold colors, attention-grabbing headlines,
creativity, designs, special effects, etc. Initially, billboards started by hand painting huge boards, and
eventually graduated to putting up printed sheets. Then the trend of incorporating neon signs, videos,
and cut-outs which extend out from the boards, 3D rubber, or plastic balloon objects, etc., came. Such
billboards are called bulletins. They command the best customer exposure. Communication in these
types of billboards should be in minimum words. The images should speak louder than the words.
They are a successful medium of communication as they are good at captivating and retaining
customer’s attention
16. Clothing
Just like bumper stickers, clothing especially shirts commercial, religious, secular, humorous, or in
support of a sports team or other organization. They may also promote or oppose a particular
philosophical or political position.
17. Other forms of printed media

a. Promotional Products
b. Logos
c. Murals
B. FILM / CINEMA
The film as a media is one that is considered impressionable and has a cathartic effect to its audience.
With moving / motion pictures, the film is able to enhance the media experience of its consumer
because of the audio – video component which heightens both the sense of hearing and sense of sight.
Films are very important cultural artifacts because, like books, they reflect the desires, ideologies and
sensibilities of the culture to which they originate from.
Different Forms of Film / Cinema
1. Motion Pictures
Recorded on celluloid film and are projected on a screen in cinema theatres.
2. Motion Videos
Include videos watched on television, on laptops or computers, or mobile phones.
3. Animation
Represents sequences of images that are drawn by artists using animation software or the more
traditional pen-and –paper technique.
C. BROADCAST MEDIA
Broadcast Media is the kind of media which requires the user to utilize an electric connection to
access it. It is also known as ' Electronic media'. One of the distinctive characteristics of Broadcast
Media is its ubiquity. They are considered household media because they can found practically in
every corner of a home.
Different Forms of Broadcast Media
1. Radio
The radio was the first electronic mass medium and the precursor of the television. Radio has a
significant reach. A considerable number of people tune into radio every week while on their way to
work. Advertising on the radio with catchy jingles and phrases is a tried and tested means of
communication. Radio lost its popularity with the boom of television. But still today, radio remains
one of the favorite means of electronic communication. Moreover, it is an interactive means of
communication with all the dial-in programs which give the listeners an opportunity to feature on
radio.
Radio in the Philippine Context

 Frequency Modulation (FM) – also known as format radio, caters to the musical taste of
younger generation.
 Amplitude Modulation (AM) – dominated by a news format.
2. Television
Television appeals to both the auditory and visual senses, and hence is an important communication
device as it beholds the attention of the audience. For many people, it is impossible to imagine a life
without their television sets, be it the daily news, or even the soap operas. Television has become an
advertising hub where advertisers are ready to spend huge amounts of money for an ad of a few
seconds, especially for programmers with high viewership. It offers various programs to appeal to the
masses of different age groups. It is a popular means of communication which provides both
information and entertainment.
D. NEW MEDIA
With the advent of the Internet, people are now enjoying the benefits of high technology mass media,
which is not only faster than the old school mass media, but also has a widespread range. Mobile
phones, computers, and the Internet are often referred to as the new-age media. The Internet has
opened up several new opportunities for mass communication which include email, websites,
podcasts, e-forums, e-books, blogging, Internet TV and many others, which are booming today. The
Internet has also started social networking sites which have redefined mass communication all
together. Sites like Facebook, Twitter, and YouTube have made communication to the masses all the
more entertaining, interesting, and easier.
a. Video Games
A video game is a computer-controlled game in which a video display, such as
a monitor or television, is the primary feedback device. The term "computer game" also includes
games which display only text (and which can, therefore, theoretically be played on a teletypewriter)
or which use other methods, such as sound or vibration, as their primary feedback device, but there
are very few new games in these categories.
Video Games relay different messages. Although the ultimate goal of a video game is for
entertainment, recent developments in the video game industry is the prevalence of themes that are
observable in society and culture such as freedom, support of a person, history, etc.
b. Computer
With the invention of computers, the impossible has become possible. We virtually get information
about everything from pin to piano with the help of computers. It has added speed and multimedia to
the information which was earlier available only in the print format. Also, anyone can voice their
opinions through computers. Computers have added a new breakthrough in the mass media by
combining human intelligence with the cutting-edge technology.
c. Mobile Phones
Mobile phones have become a boon to mankind. It has made communication possible at any time,
and from anywhere. Nowadays, a smart device like a mobile phone is not only used for interaction,
but also for other technical utilities like operating pumps from remote locations, etc. One can also get
alerts of your monetary transactions on a mobile phone. About a decade ago, who would have thought
of having the Internet on mobiles? Today, we can stay in touch with the whole world via the Internet
on our mobile phones.
d. Internet
This is the most important device of the new age media. The discovery of the Internet can be called
the biggest invention in mass media. In earlier days, news used to reach people only with the morning
newspaper. But today, live updates reach us simultaneously as the events unfold. The Internet has
inspired interaction and connectivity through its social networking medium. It has become one of the
cores means of mass communication. People cannot think of leading our lives without it.
New Media Forms Brought about by the Internet

E – Books, Websites, Blogs, Social Media, E-Forums, Podcasts
INTERSECTION AMONG MEDIA FORMS
SYNERGY
The interaction of two or more agents or forces so that their combined effect is greater than the sum
of their individual effects.
CONVERGENCE
The combination of various elements to form a new whole.
MULTIMEDIA
“Multiple media,” is the way of perceiving information by combining modalities such as text, visual
(images, graphics, video, and animation) audio or sound, and other forms
MEDIA AND INFORMATION SOURCES
Content Standards: The learners demonstrate an understanding of the values and differences of the
sources of media and information.
Performance Standards: The learners shall be able to examine the reliability, accuracy, value, authority,
and timeliness of the different sources of media and information.
Learning Competencies :
The learners compare potential sources of media and information. MIL11/12MIM-IIIe-13

• Demonstrate an ability to examine and compare information from various sources in order to evaluate
its reliability, accuracy, authority, timeliness, and bias.
• Determine the accuracy, reliability and value of information by questioning the source of data,
limitations of the information gathering tools or strategies, and the rationale of the conclusion.
INDIGENOUS KNOWLEDGE
INDIGENOUS KNOWLEDGE (IK) is the local knowledge – knowledge that is unique to a given
culture or society. IK contrasts with the international knowledge system generated by universities,
research institutions and private firms. (Warren 1991)
INDIGENOUS MEDIA
• INDIGENOUS - native; local; originating or produced naturally in a particular region.
• INDIGENOUS KNOWLEDGE - knowledge that is unique to a specific culture or society; most often
it is not written down.
• INDIGENOUS COMMUNICATION - transmission of information through local channels or forms.
It is a means by which culture is preserved, handed down, and adapted.
• INDIGENOUS MEDIA AND INFORMATION - original information created by a local group of
people. This also refers to content about indigenous peoples that may be distributed through dominant
forms of media or through forms of communication unique to their people group.
CHARACTERISTICS:
•oral tradition of communication
•store information in memories
•information exchange is face-to-face
•information is contained within the border of the community
THE LIBRARY
TYPES OF LIBRARIES
Libraries are often classified in 4 groups, namely: academic, public, school and special. These libraries
may be either digital or physical in form.
SKILLS IN ACCESSING INFORMATION FROM LIBRARIES

Due to the wealth of information in a library, it is important to know the following:
• The access tool to use

• How the information being accessed may be classified
• The depth of details required--some libraries provide only an abstract of the topic
• More detailed information might require membership or some conformity to set rules of the source (ex
databases).
CHARACTERISTICS OF LIBRARIES IN TERMS OF RELIABILITY, ACCURACY AND

VALUE
Libraries of published books are often considered highly reliable, accurate, and valuable. Books and
documents from dominant sources are often peer reviewed. ISSN or ISBN registration ensures that
standards were followed in producing these materials.
THE INTERNET
 Characteristics of Internet information in terms of reliability, accuracy, value, timeliness, and

authority of the source.
 Realities of the Internet
 Information found on the Internet may be quite varied in form and content. Thus, it is more difficult
to determine its reliability and accuracy.
 Assessing information on the Internet is easy, but it requires more discipline to check and validate.
Factual or fiction data are emerged together. Sources will always have to be validated.
SKILLS IN DETERMINING THE RELIABILITY OF INFORMATION

a. CHECK THE AUTHOR. The author’s willingness to be identified is a good indication of reliability.
b. CHECK THE DATE OF PUBLICATION OR OF UPDATE. While the information may be true, it
may not be reliable if it is outdated and may have lost relevance.
c. CHECK FOR CITATIONS. Reliable authors have the discipline of citing sources of their
information.
d. CHECK THE DOMAIN OR OWNER OF THE SITE OR PAGE. The domains .edu and .gov are
reserved for academic institutions and the government respectively. Information from such sites are
presented with caution and are usually well-grounded. Site owners may have an agenda that affects the
manner by which information is presented.
e. CHECK THE SITE DESIGN AND THE WRITING STYLE. Credible sources take time to make
their information accessible and easy to comprehend.
SKILLS IN DETERMINING ACCURATE INFORMATION

a. LOOK FOR FACTS.
b. CROSS-REFERENCE WITH OTHER SOURCES TO CHECK FOR CONSISTENCY.
c. DETERMINE THE REASON FOR WRITING AND PUBLISHING THE INFORMATION.
Check if the author is objective or leaning heavily on a certain point of view.
d. CHECK FOR ADVERTISING. Advertisers may use related information to market their products.
EVALUATING INFORMATION
MEDIA AND INFORMATION LANGUAGES
Content Standards: The learners understand media and information codes, conventions, and
messages in relation to consumers, producers, and other stakeholders.
Performance Standards: The learners shall be able to examine and identify pertinent media and
information codes, conventions and messages given a visual resource.
• Evaluates everyday media and information presentations regarding codes, convention, and message;
and how they affect the audience, producers, and other stake holders. MIL11/12MILA-IIIf-15
• Produces and assesses the codes, conventions, and messages of a group presentation.
MIL11/12MILA-IIIf-16

• Identify codes, convention, and message and how they affect the audience, producers, and other
stake holders.
• Reflect on how important information can be conveyed to create the desired impression.
LANGUAGE - pertains to the technical and symbolic ingredients or codes and conventions that media
and information professionals may select and use in an effort to communicate ideas, information and
knowledge.
MEDIA LANGUAGES - codes, conventions, formats, symbols and narrative structures that indicate the
meaning of media messages to an audience.
GENRE is a French word for “type” or “kind”. It has been a major component in understanding literature
theatre, film, television and other art and media form. It was also described as:
1. Recognizable communicative event
2. Characterize by a set of communicative purpose
3. Identified and mutually understood by the members of the professional or academic community in
which it regularly occurs.
CODES consist of signs that have meanings and the meanings are dictated by agreed rules of
interpretation.
CONVENTIONS refer to the generally accepted way of doing things that has form into a habit because
of repeated exposure and experience of these messages.
TYPES OF CODES
TECHNICAL CODES- when equipment is used to tell the story in a media text with consequently
affects how you can interpret the meaning of the text. These are signs that are produce when camera
techniques, framing depth of filled lighting and exposure and juxtaposition are utilized.
VISUAL/SYMBOLIC CODES- are codes that are embedded in the technical codes such as objects,
settings, body languages, clothing and color.
WRITTEN CODES- the use of language style and textual layouts also express meaning.
CODES IN MEDIA MESSAGES

1. SOCIAL CODES
CODES SUBCODES
VERBAL LANGUAGE Phonological-speech sound

Syntactical-how words are put together
Lexical-
Prosodic
Paralinguistic
BODILY CODES Bodily Contact

Proximity
Physical orientation
Appearance
Facial Expression
Gaze
Head Nods
Gesture
Posture
COMMODITY CODES Fashions
Clothing
Cars
BEHAVIORAL CODES Protocols
Rituals
Role Playing
Game
2. REPRESENTATIONAL CODES
CODES SUBCODES
SCIENTIFIC CODES
AESTHETIC CODES WITHIN Poetry
THE VARIOUS EXPRESSIVE Drama
ARTS Painting
Sculpture
Music
Artistics expressions including classicism,
romanticism, realism
GENRE, RHETORICAL, AND Narrative (Plot, Character, Action, Dialogue,
STYLISTIC CODES Setting, etc.)
Exposition
Argument
MASS MEDIA CODES Photographic, televisual, filmic, radio,
newspaper, and magazine codes
Both technical and conventional codes
3. INTERPRETATIVE CODES
CODES SUBCODES
PERCEPTUAL CODES Visual perception

IDEOLOGICAL CODES More broadly this includes codes for
encoding and decoding texts
 Dominant or hegemonic
 Negotiated
 Oppositional
LEGAL, ETHICAL AND SOCIETAL ISSUES IN
Content Standards: The learners demonstrate an understanding of the legal, ethical, and societal issues
in the use of media and information.
Performance Standards: The learners shall be able to evaluate a case study or presentation on an
offense, investigation, and decision on any of the issues in media and information within their
community.
• Define and explain copyright and other related issues. MIL11/12LESI-IIIg-20
• Discuss current issues related to copyright in relation to actions of government and private sectors,
including but not limited to Cybercrime Law RA10175. MIL11/12LESI-IIIg-21
• Explain actions to promote ethical use of media and information. MIL11/12LESI-IIIg-22
• Enumerate opportunities and challenges in media and information. MIL12LESI-IIIg-23

At the end of the lesson, the learners discuss and analyze a specific case study related to legal, ethical, and
societal issues in the use of media and information literacy.
INTELLECTUAL PROPERTY IN INTERNATIONAL AND LOCAL CONTEXT
In contemporary times, the creation of the human mind is given so much value to the extent that
mechanisms to protect these creations are put in place. One such mechanism is legal and ethical in nature.
We know of it today as the intellectual property right.
 The creation of the mind such as inventions, literary and artistic works, designs and symbols,
names and images used in commerce
 Since the products of human intellect have a direct influence on human civilization and on the
development of societies, there should be safeguards on intellectual property.
 If their intellectual property right is protected, people will be motivated to contribute more by
continuously inventing and creating things for the pubic good in the spirit of fair play.
TYPES OF INTELLECTUAL PROPERTY
Terms Description Coverage

Copyright
• Books
• Music
• Paintings
• Sculptures
Legal term used to describe the • Films
rights that creators have over • Computer Programs
their literary and artistic works • Databases
• Advertisements
• Maps
• Technical drawings
•
Patent Provides the patent owner with

the right to decide how, or
Exclusive right granted for an
whether, the invention can be
invention
used by others in exchange for
this right.
Trademark A sign capable of distinguishing
goods or services of one Products sold or services offered
enterprise from those of other by a business entity
enterprises
Industrial Design Constitutes the ornamental or
Design of an object (shape or
aesthetic aspect of an
surface, patterns, lines or colors)
article/object
Geographical Indication and Sign used on goods that have a

Appellation of Origin specific geographical origin and
possess qualities, a reputation or The name of the place of origin
characteristics that are of the goods and products
essentially attributable to that
place of origin
INTELLECTUAL PROPERTY LAW IN THE PHILIPPINES
COPYRIGHT PROTECTED WORKS

 Mainly the protection of one’s expressions which only becomes tangible and concrete when
objects are created as manifestation of these expressions.
 Does not cover ideas, procedures, methods of operation or mathematical concepts
TWO RIGHTS UNDER COPYRIGHT LAW
1. ECONOMIC RIGHTS - the rights of an owner/author to be properly compensated financially
upon his/her permission for the work to be used by another
2. MORAL RIGHTS - the rights to non-economic interests of the author
To protect his/her economic rights, an author has the discretion to limit or prohibit the use of the work in
terms of:
1.Reproduction in various forms
2.Public performance
3.Recording
4.Broadcasting by radio, cable or satellite
5.Translation into other languages
6.Adaptation
INTELLECTUAL PROPERTY LAW IN PHILIPPINES

Republic Act 8293, otherwise known as “The Intellectual Property Code of 1997”
Intellectual property right consists of:
1. Copyright and related rights

2. Trademarks and service marks;
3. Geographical indications;
4. Industrial designs;
5. Patents
6. Lay-out designs of integrated circuits
7. Protection of undisclosed information
COPYRIGHT VALIDITY PERIOD

LITERARY WORKS During the lifetime of the author plus 50 years after deat
ART 25 years from the date of creation
PHOTOGRAPHIC WORK 50 years from publication
AUDIO- VISUAL WORK 50 years from publication
SOUND RECORDING 50 years from year recording took place
BROADCAST 20 years from date of broadcast
RECORDING
TRADEMARK Valid for 10 years and may be renewed for a periods of 10 year
INVENTION PATENT Valid for 20 years from filing date application
WORKS NOT PROTECTED

1. Unprotected subject matter
- any idea, procedure, system, method or operation, concept, principle
- mere items of press information
2. Works of the government
- any purpose of statuses, rules and regulations, and speeches, lectures, sermons, addresses and
dissertations, pronounced, read or rendered in courts of justice, before administrative agencies,
in deliberative assemblies and in meetings of public character. (Sec. 9, par 1, P.D. No. 49)
FAIR USE
 Limits the rights of holders who are entitled to reproduce works for a limited period of time
 Guarantees a breathing space for new expression within the confines of Copyright Law
WORKS COVERED BY FAIR USE
1. Criticism or commentary
2. Parody
3. News report
4. Scholarly and research works
5. Materials based on factual and historical event
6. Using a material solely for the purpose of scholarly analysis
GUIDELINES FOR FAIR USE
1. A majority of the content you create must be your own.
2. Give credit to the copyright holder.
3. Don't make money off of the copyrighted work.
CREATIVE COMMONS
It is an American non-profit organization devoted to expanding the range of creative works available for
others to build upon legally and to share. The organization has released several copyright-licenses known
as Creative Commons licenses free of charge to the public.
 Attribution: You must credit the creator.
 Non-Commercial: You can't make a profit.
 No Derivative Works: You can't change the content.
 S h a r e A l i k e : Y o u c
the same license as the original.
PLAGIARISM
 The act of using another person's words or ideas without giving credit to that person.
 The practice of taking someone else's work or ideas and passing them off as one's own.

TYPES OF PLAGIARISM: SOURCES NOT CITED

1. “THE GHOST WRITER” -The writer turns in another’s work, word-for-word, as his or her own.
2. “THE PHOTOCOPY” -The writer copies significant portions of text straight from a single
source, without alteration.
3. “THE POTLUCK PAPER” -The writer copies from several different sources, tweaking the
sentences to make them fit together while retaining most of the original phrasing.
4. “THE POOR DISGUISE” -The writer has altered the paper’s appearance slightly by changing
key words and phrases.
5. “THE LABOR OF LAZINESS” -The writer takes the time to paraphrase most of the paper from
other sources and make it all fit together.
6. “THE SELF-STEALER” -The writer “borrows” generously from his or her previous work.
TYPES OF PLAGIARISM: SOURCES CITED (BUT STILL PLAGIARIZED)

1. “THE FORGOTTEN FOOTNOTE” - The writer mentions an author’s name for a source, but
neglects to include specific information on the location of the material referenced.
2. “THE MISINFORMER” -The writer provides inaccurate information regarding the sources,
making it impossible to find them.
3. “THE TOO-PERFECT PARAPHRASE” -The writer properly cites a source, but neglects to put
in quotation marks on text that has been copied word-for-word, or close to it.
4. “THE RESOURCEFUL CITER” -The writer properly cites all sources, paraphrasing and using
quotations appropriately. The catch? The paper contains almost no original work!
5. “THE PERFECT CRIME” -The writer properly quotes and cites sources in some places, but
goes on to paraphrase other arguments from those sources without citation.
WHAT ABOUT IMAGES, VIDEOS, AND MUSIC?

Without receiving proper permission or providing appropriate citation, the following are considered
plagiarism:
•Copying media (especially images) from other websites to paste them into your own papers or
websites.
•Making a video using footage from others’ videos or using copyrighted music as part of the
soundtrack.
•Performing another person’s copyrighted music (i.e., playing a cover).
•Composing a piece of music that borrows heavily from another composition.
FLAME WARS
 Known among netizens is the term flamer defined as someone who knowingly attacks other
netizens, or expresses in aggressive manner his opinion on controversial issues.
RESPONSIBLE NETIZEN
 Becoming a flame warrior can be an indication of one’s failure to be a responsible netizen
NETIQUETTE
 refers to observing proper etiquette as you engage in activities over the internet.
RULES OF NETIQUETTE
CORE ROLES OF NETIQUETTE (SHEA)
1. The virtual world does not dismiss the fact that you are talking to another human being who is
entitled to his or her feelings.
2. Behavior does not necessarily have to change when you are online.
3. Online users are using the same space and are also utilizing bandwidth.
4. In the online world, impression is everything since people can take any identity.
5. Share only knowledge that matters.
6. Do not provoke or attack others.
7. Privacy is a natural human right.
8. Great power comes with great responsibility.
9. Nobody is perfect.
CYBERBULLYING
It is bullying that takes place online, or using electronic technology such as cell phones, computers, and
tablets over communication tools including social media sites, text messages, chat, and websites.
Examples of cyber bullying: text messages or emails composed to insult or demean; rumors or false
statements spread by email or posted on social networking site; humiliating photos, videos, website, or
fake profiles deliberately shared across social media.
INTERNET ADDICTION
This is the excessive use of computers to the extent that it interferes with daily life. This excessive use
may for example interfere with work or sleep, result in problems with social interaction, or affect mood,
relationships, and thought processes.
1. CYBERSEX ADDICTION - compulsive use of internet pornography, adult chat rooms, or adult
fantasy role-play sites impacting negatively on real life intimate relationships
2. CYBER-RELATIONSHIP ADDICTION - addiction to social networking, chat rooms, texting,

and messaging to the point where virtual, online friends become more important than real-life
relationship with family and friends
3. NET COMPULSIONS - such as compulsive online gaming, gambling, stock trading, or

compulsive use of online auction sites often resulting in financial and job-related problems
4. INFORMATION OVERLOAD - compulsive web surfing or database searching, leading to lower

work productivity and less social interaction with family and friends
5. COMPUTER ADDICTION - obsessive playing of online computer games or obsessive computer

programming
OPPORTUNITIES, CHALLENGE AND POWER OF

Content Standards: The learners demonstrate an ability to concretely identify the opportunities and
challenges in media and information.
Performance Standards: The learners shall be able to construct a mind map on the opportunities and
threats of media and information.
• The learners understand opportunities and challenges in media and information. MIL11/12OCP-IIIh-24

• Analyze the opportunities of the Internet in the fields of citizen journalism and tourism support.
• Examine the possible threats of the Internet to banking through phishing and human trafficking.
WORLD WIDE WEB
The existence of world wide web has forced practically everyone to migrate to this realm and be part of
the virtual community of information seekers. Multimedia forms have enriched information through
synergy of text, audio, image, and video. Search engines have made information seeking and retrieval
more sophisticated, thus, satisfying more conveniently your information needs. Social presence in the
online world transcended physical boundaries and cultural differences.
New media is interactive and has linked every user to each other through vast networks of platforms such
as email, internet search, and messaging applications. More opportunities for interconnectedness are
continuously being developed, e.g the cloud computing technology (or the technology that involves
delivering hosted services over the internet). Information dissemination and wider social relationships are
due to online social networking dramatically changing the landscape of generation, access, distribution,
and presentation of content.
Almost anyone has limitless power over these activities related to media and information.
According to Cheng and Shen (2010), the process of information search that utilizes online portal is
classified into:
 Media document retrieval, or the functionality, i.e, search engines that enable users “to submit one
or more queries in the form of an example rich media object or key word terms”
 Media content mining, or the techniques employed to extract “implicit knowledge, data
relationships, or other regular patterns, ”e.g Boolean logic.
SOCIALNESS OF SOCIAL MEDIA

These days, you can count on the phenomenon of crowdsourcing in distributing information faster the
blink of an eye. This is the reason why information made available on the internet travels at a rate that
you cannot even begin to grasp. Media has really gone a long way from the invention of the Gutenberg
press. Social media has “democratized” the flow of information. This means that people have more
liberal access to thoughts and ideas. This, in turn, has increased the engagement of people in creating
their own content which you usually see in video sharing platforms and blog sites.
As quoted:
Because of the web, we haveseen amazing examples of “nobodies” becoming “somebodies” overnight,
of whiplash-fast events arising in previously obscure corners of the world. We witness instances of
super-empowered citizen, viral phenomena, and the seemingly instant coordination of protest and
celebrations alike. Memes and hashtags zip and proliferate.
Wihbey (2014) classified netizens’ engagement patterns with information as the following:
1. Media (broadcast) activation- known as the sharing of content among media users through the
different media forms such as television, radio, print media, and other traditional media.
2. Viral (peer-peer)- known as sharing of content through online or new media.
3. Hybrid- a combination of media activation and peer-peer.
THE CHALLENGES/OPPORTUNITIES OF SOCIAL MEDIA
IN TERMS OF CHALLENGES/OPPORTUNITIES
COLLABO  Projects enable the joint and  The joint effort of many actors leads to
RATIVE simultaneous creation of content by a better outcome than any actor could
PROJECTS many end users. achieve individually.
 Wikis- websites allow users to add,  From a corporate perspective, firms
remove, and change text –based content must be aware that collaborative
e.g online encyclopedia, Wikipedia project are trending toward becoming
currently available in more 230 the main source of information for
different languages many consumer. (e.g although not
 Social bookmarking applications- everything written on Wikipedia may
enable the group based collection and actually be true, it is believed to be true
rating of internet links or media content by more and more internet users)
e.g delicious, which allows the storage
and sharing of web bookmarks.
BLOGS  Special types of website that usually  Many companies are already using
display date-stamped entries in blogs to update employees,
reverse chronological order customers, and shareholders on
 The social media equivalent of developments they consider to be
personal web pages and can come in important
a multitude of different variations,  {Risky because customers who
from personal diaries describing the turn out to be dissatisfied with or
authors life to summaries of all disappointed by the companies
relevant information in one specific offerings may decide to engage in
content area virtual complaints in the form of
 Usually managed by one person protest websites or blogs which
only, but provide the possibility of results in the availability of
interaction with others through the potentially damaging information
addition of comments in online space
CONTENT  Main objectives of content  From a corporate viewpoint,
COMMUNI communities is the sharing of media content communities carry the risk
TIES content between users of being used as platforms for the
 Exist for a wide range of different sharing of copyright protected
media types, including text, photos, materials.
videos, and powerpoint presentstion.  While major content communities
have roles in place to ban and
remove such illegal contents, it is
difficult to avoid popular videos
being uploaded only hours after
they have been aired on television
 On the positive side, the high
popularity of content communities
makes them a very attractive
contact channels for many firms
 Other firms rely on content
communities to share recruiting
videos, as well as keynote
speeches and press announcement,
their employees and investors.
SOCIAL  Applications that enable users to  High popularity, specifically

NETWORK connect by creating personal among younger internet users
ING SITES information profiles, inviting friends
and colleagues to have access to
those profiles, and sending emails
and instant messages between each
other nd include any type of
information, including photos,
videos, audio files and blogs
VIRTUAL  Platforms that replicate a three  Provide the highest level of social
GAME dimensional environment in which presence and media richness of all
WORLDS users can appear in the form of applications
personalized avatars and interact  Allows for an unlimited range of
with each others as they would in self presentation strategies
real life  Offer a multitude of opportunities
 Probably the ultimate manifestations in marketing
of social media (advertising/communication,
 Virtual game worlds- require their virtual product sales/ e-commerce
users to behave according to strict marketing research), and human
rules in the context of massively resource and internal process
multi player on line role playing management.
game
 Virtual Social Worlds- allow
inhabitants to choose their
behaviour more freely and
essentially live a virtual life similar
to their real life
CYBERCRIME IN THE PHILIPPINES
 the use of a computer as an instrument to further illegal ends

 criminal activity or a crime that involves the Internet, a computer system, or computer technology
MEDIA AND INFORMATION LITERATE AUDIENCE

1. MEDIA CONTENT
2. MEDIA EFFECTS
CURRENT AND FUTURE TRENDS OF MEDIA AND
INFORMATION
Content Standards: The learners demonstrate an understanding of envisioning the future of media and
information.
Performance Standards: The learners shall be able to make a prototype of what they think is the future
of media and information.
• Evaluate current trends in media and information, and how they affect both individuals and the society
as a whole. MIL11/12CFT-IIIi-26
• Define and describe what massive open online courses. MIL11/12CFT-IIIi-27
• Analyze the benefits and challenges of a massive open online course; and
• Fill in a sample pre-enrolment form for a MOOC
MASSIVE OPEN ONLINE COURSES

A model for delivering learning content online to any person who wants to take a course, with no limit on
attendance.
WEARABLE TECHNOLOGY
Also known as wearable devices/ wearable are electronic technologies or computers that are incorporated
into items of clothing and accessories which can be comfortably worn on the body.
CHARACTERISTICS OF WEARABLES
 Performing computer-related tasks such as: laptops and mobile phones
 Provides sensory and scanning features (such as biofeedback and tracking of physiological
function) that are typically not seen in mobile and laptop devices.
 Have some forms of communications capability and will allow the wearer access to information
in real time.
 Data-input capabilities
 Local storage capabilities
3D ENVIRONMENT
Adds texture to media experience because of the images that are seen in the three-dimensional rendering
3D BASIC PHASES IN COMPUTER GRAPHICS CREATION:
1. 3D modeling- the process of forming a computer model of an object’s shape
2. Layout and animation- the motion and placement of objects within a scene.
3. 3D rendering- the computer calculations that generate the image based on light placement,
surface types and other qualities.
COMMON USES OF 3D ENVIRONMENT

1. Three-dimensional still models, landscape to represent buildings, objects for architecture or print.
2. Two-dimensional animations for film or video effects, games, broadcast, web and advertising
3. Three-dimensional virtual spaces
4. Interactive 3D theatre
UBIQUITOUS LEARNING
Is a kind of e-learning that is more context-based and more adaptive to learners need and can be accessed
in various context and situations, most prominently through mobile learning.
THE MAIN CHARACTERISTICS OF UBIQUITOUS LEARNING ARE:
1. PERMANENCY: Learning materials are always available unless purposely deleted.
2. ACCESSIBILITY: Access from everywhere as personally required
3. IMMEDIACY: Wherever a student is, he/she can immediately access learning materials.
4. INTERACTIVITY: Online collaboration with teachers and/or peers (chat/blogs/forums)
Situated instructional
5. ACTIVITIES: Learning in context (on-site).
6. ADAPTABILITY: Getting the right information at the right place for the right student.
WIKI
- These are applications allowing several people to collaborate, modify, extend, or delete the
contents or structure of a particular page devoted to a topic or content.
MEDIA AND INFORMATION LITERATE
INDIVIDUAL
Content Standards: The learners demonstrate an understanding of the overall impact of media and
information on individual and society as a whole.
Performance Standards: The learners shall be able to conduct a debate about the present status of MIL
in the country and its value to nation building with a global perspective.
• The learners synthesize the overall impact of media and information on an individual (personal,
professional, educational, and others) and on the society as a whole (economic, social, political,
educational, and others). MIL11/12MILI-IIIj- 29
At the end of the lesson, the learners are able to analyze the benefits and challenges of social networking
platforms to government advocacies and nongovernment organizations.
CONTENT
Mass Media is all around you. You cannot escape it, except if you go to the ends of the world
where there are no means of producing media technology. Media and information, as has been established
in the entire unit, are both present everywhere. They exert influence and implications to the way you view
the world. Your only one chance to take control of these influences and effects is if you become a media
and information literate individual. This entails recognizing, acknowledging, and managing your
exposure to media and information. Being able to do so will enable you to help yourself and others muster
the confidence to overpower potential effects and consequences. In the very first module of this unit, you
were able to identify and describe the characteristics of a media and information literate individual. Now,
let us see how that previous knowledge will make sense to you in this module.
UNMASKING MEDIA MESSAGES

Media scholars have a long-standing debate about the capacity of media and information to cause
a significant effect on the people’s knowledge, attitude, and behavior. Some experts contend that media is
an effective tool to persuade people toward believing a certain truth claim. Others say that audience are
no longer passive and are now more capable of discerning and filtering the content they are exposed to.
There are some research on advertising that argue its particular influence on how people regard
themselves and others. One specific instance would be the presentation of advertising messages about the
concept “beauty” and “image.” People are led to subscribe to certain standards of beauty. You as
teenagers who are in the middle of discovering your identity can fall prey to such messages and may
come to believe that these are gospel truths.
Whether the effect is limited or powerful, teenagers like you are susceptible to social pressure and
media images which can have a profound effect on how you see yourselves. The drastic ways media can
influence your perspectives on certain concepts may become permanent.
There are ways media can affect your consciousness. One is through objectification which is
common in visual forms of media. This happens when the camera pans in certain portions of the human
body to highlight that portion. Relying on the symbolic and ideological codes that you are familiar with,
the message injects in you a particular idea that it aimed to embed. An example is how some billboards
present skimpily-clad undergarment models. A media literate person can go beyond the image and
interpret this as objectifying the human body and appealing to the desire to have that body.
Another way media covertly injects ideologies is through appeal to fallacies and propaganda
techniques. Propaganda is the use of arguments to convince someone of something. Propaganda is a way
of manipulating people. Propaganda works because it capitalizes on the basic characteristics human
beings share, such as language; emotions like love, fear, and hate; and a feeling of superiority. The more
aware you are of the types of propaganda, the more easily you can spot these fallacies in reasoning and
the less likely you will be deceived by others or even yourself. Fallacy is a mistaken belief or idea. It is
something that is believed to be true but is erroneous.
FALLACIES USED FOR MEDIA PROPAGANDA
1. TECHNIQUES OF SELF-DECEPTION
A. PREJUDICE – prejudging because of indoctrination, conditioning, or prior experience (Two

members of the Nerd family are crooks and not too bright, either. Along comes Emily Nerd.
Because some people will make the generalization that all Nerds are thieves and stupid, poor Emily
will be treated unfairly even if she is honest and smart.)
Example:
B. Rationalization – to make excuses that are not the real reasons something happened (I failed the
test because the teacher doesn’t like me.)
Example:
2. TECHNIQUES OF LANGUAGE
A. EMPHASIS - quoting what a speaker said but changing the intonation to change the meaning
(We should not speak ill of our friend’s vs We should not speak ill of our friends.)
Example:
B. ABSTRACT TERMS - using a term without concrete distinctions (e.g., the poor,
disadvantaged children, dysfunctional families)
3. TECHNIQUES OF IRRELEVANCE
A. APPEARANCE - appearance is used to sway opinion (A woman demonstrating a bathroom

cleaner on TV ads is shown gently wiping a deep blue sink, smiling, then exiting a very shiny
bathroom. The viewer may not consider how many people precleaned the bathroom, how hard they
scrubbed, or that glossy blue appears shinier than beige on TV.)
Example:
B. STATUS - people have a need to feel

superior; everyone is inclined to believe that he is a member of the best country club, the best
religion, at the best school, living under the best form of government in the best country. People
will often buy products that are expensive or rare because they feel the prestige of the product
supports their status.
Example:
4. TECHNIQUES OF EXPLOITATION
A. APPEAL TO PITY - using sympathy to secure action (Mrs. M, if you don’t give me an “A” my
father will beat me or I know I should have done my project but my father just died and I broke my
leg.) Charities often bid for sympathy, showing pictures of starving or crippled children. Animal
rights organizations show pictures of cute animals being clubbed to death for their fur. This
approach is quite successful with Americans and is sometimes used fraudulently.
B. BARGAIN APPEAL - an appeal to get the consumer to buy something to save money (Buy
one, get one free or Buy a whole case of canned peaches to save $.60) If the consumer buys the
"bargain," without making product or price comparison, the technique has worked.)
Example:
5. TECHNIQUES OF FORM
A. Selected instances or card stacking - supporting a position by carefully choosing examples that
back it and disregarding other examples. Advertisements for weight loss programs and acnes
medications use this technique.
Example:
B. Composition – faulty reasoning that has to do with how things are put together, transferring a
characteristic of the parts to the whole (The atoms in a piece of chalk are invisible. Therefore, the
piece of chalk is invisible or Lisa should go out with Herbie. He’s got good looks, nice clothes,
nice car. He’d be a great boyfriend. Or It has to be a terrific movie. It has all those great stars in
it.)
Example:
6. TRICKS OF ARGUMENT
A. Diversion or red herring - to avoid an unresolved issue by changing the subject (An argument
with a state senator about Arizona inadequately funding education can be sidetracked when the
senator agrees about how hot and uncomfortable classrooms are without air conditioning and starts
talking about his elementary school.) While you are still trying to decide whether to buy a new car,
the salesman might switch the conversation to what color you want.
Example:
B. Ad hominem - instead of attacking a proposition, the opponent attacks the person making the
argument (Don’t listen to him; he’s just stupid.)
MEDIA IN NATION BUILDING
The power of media to persuade is not entirely attached for economic or personalistic interests.
Media as a watchdog of the society has a role to play in nation building. In the 1987 Philippine
Constitution, there are provisions stating the importance of media and communication in the process of
strengthening the nation. Such provisions are as follows:
SECTION 24, ARTICLE II.

The State recognizes the vital role of communication and information in nation building.
SECTION 11, ARTICLE XII

No franchise, certificate, or any other form of authorization for the operation of a public utility
shall be granted except to citizens of the Philippines or to corporation or associations organized under the
laws of the Philippines at least sixty per centum of whose capital is owned by such citizens, nor shall such
franchise, certificate, or authorization be exclusive in character except under the condition that is shall be
subject to amendment, alteration, or repeal by the Congress when the common good so requires. The
State shall encourage equity participation in public utility enterprise shall be limited to their proportionate
share in its capital, and all the executive and managing officers of such corporation or association must be
citizens of the Philippines.
SECTION 10. ARTICLE XVI

The state shall provide the policy environment for the full development of Filipino capability and
the emergence of communication structures suitable to the needs and aspirations of the nation and the
balanced flow of information into, out of, and across the country, in accordance with a policy that
respects the freedom of speech and of the press.
The Philippines is divided by lands and languages; thus, to bring the people from these islands
closer, infrastructure on media and information must be continuously built and propagated.
PEOPLE AND MEDIA
Content Standards: The learners demonstrate an understanding of people media and gain the
comprehensive knowledge to effectively evaluate them.
Performance Standards: The learners shall understand the similarities and differences of people as a
medium of information.
• Cite studies to support theories on the positive and negative effects of media and information on the
individual and society. MIL11/12PM-IVa-I
• Describe the different dimensions of people media. MIL11/12PM-IVa-I
• Categorize different examples of people and state reasons for such categorizations. MIL11/12PM-IVa-2
• Explain from the studies how media affects the individual and the society.
• Identify and explain the different roles of people in media and information.
• Describe how people can be a medium of communication to other people.
• Write an article on how social media affects each learner’s own family, community, and self.
HOW DO YOU UNDERSTAND THE TERM “PEOPLE MEDIA”?
 refers to persons that are involved in the use, analysis, evaluation and production of media and
information (Source: MIL Curriculum Guide by DepEd)
 Person engaged in the use, analysis, evaluation, and production of media and information.
PEOPLE AS MEDIA
• Any person who is exposed to media messages is also able to serve as a conduit of information
and an influencer of ideas.
• Well oriented media sources and messages and able to provide information as accurate and
reliable as possible
• Highly expected to be responsible disseminators of information
• Political communication
• Online virality
PERSPECTIVES ON MEDIA EFFECTS

1. Powerful and Direct Effect
2. Limited Effect
3. Moderate Effect
PEOPLE AND MEDIA

1. Industrial Application of People as Media
 Companies have slowly tapped the power of social networking in reaching the market that
traditional media is limited on accessing
 More than the technology used to relay messages, it is the people that uses the technology
who influences the receiver of the said messages.
2. Opinion Leaders
 Source of a viable interpretation of messages for lower end media users
 Two-step flow communication theory
3. Citizen Journalism
 Also known as “public,” “participatory,” “democratic,” “guerrilla,” or “street” journalism
 Occurs when members of the public become active participants in the collection, reportage,
analysis, and dissemination of news and information to other citizens
4. Social Journalism
 A model of information relay that combines professional journalism with those offered by
citizen journalists or even regular audiences who post feedback, comment, or who share
content (such as stories and events) on their online accounts
5. Crowdsourcing
 This is when a group of people or a crowd is solicited for information by certain entities or
institutions
 Also called collective mobilization
PEOPLE IN MEDIA
 Media practitioners themselves become people media.

 They provide information coming from their expert knowledge or first-hand experience of
events
HOW TRADITIONAL MEDIA HAS AFFECTED FILIPINOS IN THE PAST, THROUGHOUT

THE DIFFERENT ERAS
a. PRE-SPANISH ERA – knowledge was passed on through folk media and indigenous forms of media.
Careers: Town crier, messenger, community scribe.
b. SPANISH ERA – while education was limited to the elite, publication of books (i.e., Noli Me Tangere
and El Filibusterismo) and newspapers (La Solidaridad) advanced the Propaganda movement which led to
the people’s revolution against Spanish rule. Filipinos at that time did not have a common language. Only
the elite spoke and understood Spanish. Thus, communication was limited. Pen names were used to avoid
political oppression. Careers: book writers, newspaper writer, editor, publisher, copyreader, artist.
c. AMERICAN AND JAPANESE ERA - During this era, major newspaper (i.e. Manila Times and
Manila Bulletin), radio broadcasting and movies became available. Media was used for propaganda by
government and other groups. Careers: book writers, newspaper writer, editor, publisher, copyreader,
artist, cartoonist, reporter, producer, broadcaster.
d. POST-WAR ERA – the golden age of Philippine Journalism. Advertising, Communication Education,
and press freedom flourished in this era. Careers: book writers, newspaper writer, editor, publisher,
copyreader, artist, cartoonist, reporter, producer, media technicians, advertisers.
e. MARTIAL LAW ERA - Highlights of this era include the government takeover of media and the
press and the image engineering of the Marcoses in the name of nationalism.
f. POST-EDSA ERA - People Power brought greater freedom for Philippine media. During this era, the
new Constitution recognized the vital role of communication and information in nationbuilding. Press
freedom influenced the growth in media careers. g. Modern Era – Careers: web designer, online
instructors, digital producers, bloggers, animators, programmer, archivist, metadata analyst, data miner,
user experience designer, call center agents, virtual assistants.
TEXT INFORMATION AND MEDIA
Content Standards: The learners demonstrate an understanding of text media and information, and gain
comprehensive knowledge on how to effectively evaluate them.
Performance Standards: The learners shall be able to produce a text-based presentation anchored on
design principles and elements.
• Describe the different dimensions of text information and media. MIL11/12TIM-IVb-3
• Comprehend how text information and media is/are formally and informally produced, organized, and
disseminated. MIL11/12TIM-IVb-4
• Evaluate the reliability and validity of text information and media and its/their sources using selection
criteria. MIL11/12TIM-IVb-5
• Identify the basic elements in creating a text-based presentation
• Evaluate the text-based presentation through the design principles and
elements.
TEXT
TEXT– a simple and flexible format of presenting information or conveying ideas whether hand-written,
printed or displayed on-screen.
a. Text is very powerful as well in disseminating information, providing direction and giving suggestions.
b. Text is available in different sources whether it is formal (news articles, published books, newspapers,
magazines, advertisements, research works, etc.) or informal (blogs,personal e-mails, SMS or text
messages, online messengers, social media platforms, etc).
• Formal text-based materials are created and distributed by established institutions (such as publishing
companies, news agencies, etc.) and go through a rigorous process of editing or evaluation and are usually
governed by censorship of the state.
• Informal text-based materials, on the other hand, come from personal opinions or views on different
issues, processes, etc.
c. Text can be as short such as a single sentence or phrase, or they can be as lengthy as news articles or
investigative reporting. No matter how brief or lengthy, however, a text is always carefully written with
the intent of sending a very specific message to the target audience.
d. In our exposure to text media and information, we can either be a consumer or a producer of content.
As a consumer, these are the questions that you need to ask with regards to the content of text media and
information:
Who or what institution is sending this message?
• What techniques are used to attract and hold attention?
• What is the language used by the writer?
• What views are represented? Are they balanced?
• How might the message be interpreted in different ways?
• What is omitted, slurred or added in the message?
e. As a producer of text media and information, we need to review the media and information design
framework: target audience, author or sender, key content, purpose, form/style and format.
Text Information - considered as the main mode of communication from which

other media modalities are based from.
Plaintext - consists of fixed size characters having essentially the same
type of appearance.
Formatted Text - appearance can be changed using font parameters such as bold,
underline and fonts.
Hypertext -
serve to link different electronic documents and enable users
to jump from one to the other in a nonlinear way.
Desktop Publishing - text and graphics are arranged into professional looking
publication that can be printed out.
Word Processor - a native format for storing documents.
File format - a digital document or information that is stored in a computer
as a sequence of bits and bytes.
TEXT AS VISUAL
a. Typeface (also called font, font type, or type) refers to the representation or style of a text in the digital
format.
b. A typeface is usually comprised of alphabets, numbers, punctuation marks, symbols and other special
characters. When fonts are installed in the computer, they usually come in file formats such as True Type
Font (.ttf), Open Type Font (.otf), etc.
c. In the absence of images or drawings, text is the easiest way of communicating to your audience. The
use of various font types can express different emotions or meaning.
Types of Typefaces:
SERIF
Serif - connotes formality and readability in large amount of texts. This font is usually used for the body
text of
books, newspapers, magazines and research publication. Also, serif fonts give a classic or elegant look
when
used for title or heading.
Examples: Times New Roman, Garamond, Baskerville
SANS SERIF
Sans serif - brings a clean or minimalist look to the text. This font is used for clear and direct meaning of
text
such as road signage, building directory or nutrition facts in food packages. Also, sans serif fonts give a
modern look and is used primarily in webpage design.
Examples: Arial, Helvetica, Tahoma, Verdana, Calibri
SLAB SERIF
Slab serif- carries a solid or heavy look to text. This font can be used for large advertising sign on
billboards.
Examples: Rockwell, Playbill, Blackoak
Script
Script- draws much attention to itself because of its brush-like strokes. This must be used sparingly and
not to
be used in large body text. This font is usually used in wedding invitation cards or other formal events.
Examples: Edwardian, Vladimir, Kunstler
Decorative
Display or decorative- caters to a wide variety of emotions (such as celebration, fear, horror, etc.) or
themes
(such as cowboys, circus, holidays, summer, kiddie, etc.)
DESIGN PRINCIPLES AND ELEMENTS

– the principles in designing text elements are Emphasis, Appropriateness, Proximity, Alignment,
Organization, Repetition and Contrast.
1. EMPHASIS- refers to the importance or value given to a part of the text-based content. When trying to
make a point or highlighting a message, you can make the text bold, italicized, have a heavier weight,
darkened or lightened (depending on your background color) or enlarged.
2. APPROPRIATENESS- refers to how fitting or suitable the text is used for a specific audience,
purpose or event. In the creation of text-based content, make sure that the selection criteria (tone, style,
purpose, clarity) is followed. As for the choice of typefaces to be used, refer to the discussion of the
characteristics of the fonts. When it comes to large body text, the font should be clear enough to read.
3. PROXIMITY- refers to how near or how far are the text elements from each other. When two things
are closely related, we bring them close together. Otherwise, we put text elements far from each other.
For example, the main title and subtitle are usually placed close to each other.
4. ALIGNMENT- refers to how the text is positioned in the page. This can be left, right, center or
justified.
5. ORGANIZATION- refers to a conscious effort to organize the different text elements in a page.
Organization ensures that while some text elements are separated from each other (based on the principle
of proximity), they are still somehow connected with the rest of the elements in the page. When there are
many elements needed to fit in a page, start by creating a framework or a compartment for the elements.
Divide the space by creating lines across the page, making it look like a cabinet with various space sizes.
Once you are done compartmentalizing, you can place the different text elements on the boxes.
6. REPETITION- concerns consistency of elements and the unity of the entire design. Repetition
encourages the use of repeating some typefaces within the page. When several typefaces are used on a
page, it might distract the audience and fail to communicate what you want them to get from the content.
To strike a balance, do not also use just a single typeface for a visual design product.
7. CONTRAST- creates visual interest to text elements. Contrast is achieved when two elements are
different from each other. When you place a white text on a very light yellow background, contrast is not
achieved and the text will be difficult to read, but when you put a white text on a dark brown background,
contrast is created. Contrast can be achieved in various ways, by joining the following elements: large
font with a small font, serif and sans serif, thin elements with thin elements, cool color and warm color.
Examples: Chiller, Jokerman, Curlz MT
1. Unformatted Text
2. Formatted Text
3. Hypertext
A. Desktop Publishing
VISUAL INFORMATION AND MEDIA
Content Standards: The learners demonstrate a familiarity with visual media and gains comprehensive
knowledge on how to effectively evaluate them.
Performance Standards: The learners shall produce a visual-based presentation anchored on design
principles and elements.
• Describe the different dimensions of visual information and media MIL-11/12VIM-IVc-7
• Comprehend how visual information and media is/are formally and informally produced, organized and
disseminated. MIL11/12-VIM-IVc-8
• Evaluate the reliability and validity of visual information and media and its/their sources using selection
criteria. MIL11/12-VIM-IVc-9
• Produce and evaluates a creative visual-based presentation using design
• Identify the different types of visual content.
• Describe the purposes of visual media and information.
• Analyze the design principles and elements used in a given visual media.
• Critique the effectiveness of visual information.
•Create an electronic portfolio to be presented in the class such that the compilation is based on design
principles and elements of visual information and media discussed in the module.
1. Visual media and information– materials, programs, applications and the like that teachers and students
use to formulate new information to aid learning through the use, analysis, evaluation and production of
visual images.
2. Types of visual media– photography, video, screenshots, infographics, data visualization (charts and
graphs), comic strips/cartoons, memes, visual note-taking, etc (Give examples of each type and highlight
special characteristics of a given type and its application).
3. Formally and informally produced visual media– visual media produced by formal organizations such
as schools, government, and established media/publishing outfits are considered formally produced. Other
visual media are considered informally produced.
4. Purpose of visual information– the primary purpose of visual information is to gain attention, create
meaning, and facilitate retention. (Show at least one example for each purpose and ask learners their
reactions or responses to each one).
5. Visual design elements- the building blocks or basic units in the construction of a visual image. (Show
visual media and information that incorporates most of the design elements. Point out why these elements
are important). The Design Elements are:
a. Line – describes a shape or outline. It can create texture and can be thick or thin. Lines may be actual,
implied, vertical, horizontal, diagonal, or contour lines.
b. Shape – usually a geometric area that stands out from the space next to or around it, or because of
differences in value, color, or texture. Shape may also be organic.
c. Value – the degree of light and dark in a design. It is the contrast between black and white and all the
tones in between. Value can be used with color as well as black and white. Contrast is the extreme
changes between values.
d. Texture – the way a surface feels or is perceived to feel. Texture can be added to attract or repel interest
to a visual element. Visual texture is the illusion of the surfaces peaks and valleys, resulting in a feeling of
smoothness or roughness in objects.
e. Color – determined by its hue (name of color), intensity (purity of the hue), and value (lightness or
darkness of hue). Color and color combination can play a large role in the design. Color may be used for
emphasis, or may elicit emotions from viewers. Color maybe warm, cool, or neutral. It plays a major role
in our visual
perception, as it influences our reactions about the world around us. It is therefore important to create
color palettes that evoke the appropriate audience reactions. Color has three properties.
f. Form – a figure having volume and thickness. An illusion of a 3-dimensional object can be implied
with the use of light and shading. Form can be viewed from many angles.
6. Visual Design Principles are:
7. Consistency of margins, typeface, typestyle, and colors is necessary, especially in slide presentations or
documents that are more than one page.
8. Center of interest – an area that first attracts attention in a composition. This area is more important
when compared to the other objects or elements in a composition. This can be by contrast of values, more
colors, and placement in the format.
9. Balance – a feeling of visual equality in shape, form, value, color, etc. Balance can be symmetrical and
evenly balanced, or asymmetrical and unevenly balanced. Objects, values, colors, textures, shapes, forms,
etc. can be used in creating balance in a composition.
10.Harmony – brings together a composition with similar units. If for example your composition was
using wavy lines and organic shapes, you would stay with those types of lines and not put in just one
geometric shape. (Notice how similar Harmony is to Unity - some sources list both terms).
11.Contrast – offers some change in value creating a visual discord in a composition. Contrast shows the
difference between shapes and can be used as a background to bring objects out and forward in a design.
It can also be used to create an area of emphasis.
12.Directional Movement – a visual flow through the composition. It can be the suggestion of motion in a
design as you move from object to object by way of placement and position. Directional movement can
be created with a value pattern. It is with the placement of dark and light areas that you can move your
attention through the format.
13.Rhythm – a movement in which some elements recur regularly. Like a dance, it will have a flow of
objects that will seem to be like the beat of music.
14.Perspective – created through the arrangement of objects in two dimensional space to look like they
appear in real life. Perspective is a learned meaning of the relationship between different objects seen in
space.
AUDIO INFORMATION AND MEDIA
Content Standards:
The learners demonstrate an understanding of audio media and information, and gain comprehensive
knowledge on how to effectively evaluate them.
Performance Standards:
The learners shall be able to produce an audio-based presentation anchored on design principles and
elements.
• Describe the different dimensions of audio information and media.
MIL-11/12AIM-IVd-11
• Discuss how audio information and media is/are formally and informally produced, organized, and
disseminated. MIL11/12-AIM-IVd-12
• Evaluate the reliability and validity of audio information and media and their sources using selection
criteria. MIL11/12-AIM-IVd-13
• Produce and evaluate a creative audio-based presentation using design principles and elements.
MIL11/12-AIM-IVd-14

• Identify the different types of audio content.
• Describe the purposes of audio media and information.
• Analyze the design principles and elements used in a given audio media.
• Critique the effectiveness of particular audio form.
A. Characteristics of Sound
B. Recording Formats
C. Types of Audio Media
TYPES DESCRIPTION
Radio o Transmission of audio signal through the air (broadcasting)
Podcast o A radio broadcast or audio blog be downloaded or streamed to a

personal computer
o Can be listened to from the computer or downloaded to a portable
media player
o Enabled by a group of Web formats called RSS that allow for
automatic updating
o Created by large media outlets and individuals alike, ranging in topic
from major news events to esoteric interests
Music Recordingo Dominant format is MP3

o Takes digital audio files (such as those recorded on an audio CD)
Film and o Audio is integral to the sound design of movies and television
Television o Music videos revolutionized TV programming and film and editing
styles
Alternative Audioo Some forms include:

a. Documentaries based on interviews;
b. Field recordings actualities (ambience and sound effects recorded in
the field);
c. Radio dramas;
d. Sonic or acoustic artists using sound as a medium of expression
(sonic art); or
e. Sound that combine with dance, performance, or visual arts in a
multimedia expression
Radio broadcast - live or recorded audio sent through radio waves to reach a wide audience.
b. Music - vocal and/or instrumental sounds combined in such a way as to produce beauty of form,
harmony, and expression of emotion. It is composed and performed for many purposes, ranging from
aesthetic pleasure, religious or ceremonial purposes, or as an entertainment product.
c. Sound recording - recording of an interview, meeting, or any sound from the environment.
d. Sound clips/effects - any sound, other than music or speech, artificially reproduced to create an effect
in a dramatic presentation, as the sound of a storm or a creaking door.
e. Audio Podcast - a digital audio or video file or recording, usually part of a themed series, that can be
downloaded from a website to a media player or computer.
different ways of storing audio media:
a. Tape - magnetic tape on which sound can be recorded.
b. CD - a plastic-fabricated, circular medium for recording, storing, and playing back audio, video, and
computer data.
c. USB drive - an external flash drive, small enough to carry on a key ring, that can be used with any
computer that has a USB port.
d. Memory Card - (aka flash memory card or storage card) is a small storage medium used to store data
such as text, pictures, audio, and video, for use on small, portable, or remote computing devices.
e. Computer hard drive - secondary storage devices for storing audio files.
f. Internet/Cloud - websites or file repositories for retrieving audio files, and more precisely the files are
stored in some datacenter full of servers that is connected to the internet.
different audio file formats:
a. MP3 (MPEG Audio Layer 3) - a common format for consumer audio, as well as a standard of digital
audio compression for the transfer and playback of music on most digital audio players.
b. M4A/AAC (MPEG-4 Audio/Advanced Audio Coding) - an audio coding standard for lossy digital
audio compression. Designed to be the successor of the MP3 format, AAC generally achieves better
sound quality than MP3 at similar bit rates.
c. WAV - is a Microsoft audio file format standard for storing an audio bitstream on PCs. It has become
a standard file format for game sounds, among others.
d. WMA (Windows Media Audio) - is an audio data compression technology developed by Microsoft
and used with Windows Media Player.
D. Importance of Sound
1. Functions of Sound
2. Audio Media File Types
E. Hearing vs Listening
“Hearing is simply the act of perceiving sound by the ear. If you are not hearing-impaired, hearing simply
happens. Listening, however, is something you consciously choose to do. Listening requires
concentration
so that your brain processes meaning from words and sentences. Listening leads to learning.”
f. a. Elements of Sound Design – the objects or things that we have
g. to work with:
h. •Dialogue - speech, conversation, voice-over.
i. •Sound Effects - any sound other than music or dialogue.
j. •Music - vocal or instrumental sounds (or both) combined in
k. such a way as to produce beauty of form, harmony, and
l. expression of emotion.
m. •Silence - absence of audio or sound.
n. b. Principles of Sound Design – the techniques for combining the
o. different elements or objects.
p. •Mixing - the combination, balance and control of multiple
q. sound elements.
r. •Pace - Time control. Editing. Order of events: linear, non-linear,
s. or multi-linear.
t. •Transitions - How you get from one segment or element to
u. another. Types of transitions:
v. - Segue - one element stops, the next begins ("cut" in film).
w. - Cross-fade - one element fades out, the next fades in, and
x. they overlap on the way.
y. - V-Fade - First element fades to inaudible before the second
z. element begins.
aa. - Fade to Black - V-Fade with some silence between elements.
bb. - Waterfall - As first element fades out, the second element
cc. begins at full volume. Better for voice transitions, than for
dd. effects.
ee. •Stereo Imaging - Using left and right channel for depth
ff. Advantages and Disadvantages of Audio Media

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MEDIA AND

Specific Learning Objective

 The world is a fast-changing media and information landscape

Laswell’s Communication Models

Shannon and Weaver’s Communication Models

Gerbner’s Communication Model

Ritual or Expressive Model

UNESCO Media and refers to the combination of physical objects used to

The Penguin means of distributing texts and messages to a large mass of

Format Digital or analog

Way of transmitting Electromagnetic or radio waves, light waves

Mass media form TV, radio, print, Internet, telephone, mobile

MEDIA, INFORMATION AND TECHNOLOGY LITERACY

3. Media messages are produced for particular purposes.

KEY QUESTIONS TO ASK WHEN ANALYZING MEDIA MESSAGES

3. REPRESENTATIONS & REALITY

B. Stages of Media Literacy

Specific Learning Objectives

HOT AND COLD MEDIA

PERIODS IN COMMUNICATION HISTORY

2. INDUSTRIAL AGE (1700S-1930S)

3. ELECTRONIC AGE (1930S-1980S)

4. DIGITAL AGE (1900S-2000S)

CULTURE AND TECHNOLOGY

TRADITIONAL VS NEW MEDIA

A. THEORIES OF THE PRESS

Specific Learning Objectives:

FIVE COMPONENTS OF INFORMATION LITERACY

5. PRIMARY VS SECONDARY VS TERTIARY

Specific Learning Objectives:

DIFFERENT MEDIA FORMS

Different Forms of Print Media

10. Booklets and Brochures

13. Fact Sheets

17. Other forms of printed media

Different Forms of Film / Cinema

Different Forms of Broadcast Media

Radio in the Philippine Context

New Media Forms Brought about by the Internet

Specific Learning Objectives

SKILLS IN ACCESSING INFORMATION FROM LIBRARIES

• The access tool to use

CHARACTERISTICS OF LIBRARIES IN TERMS OF RELIABILITY, ACCURACY AND

 Characteristics of Internet information in terms of reliability, accuracy, value, timeliness, and

 Realities of the Internet

SKILLS IN DETERMINING THE RELIABILITY OF INFORMATION

SKILLS IN DETERMINING ACCURATE INFORMATION

Specific Learning Objectives:

CODES IN MEDIA MESSAGES

VERBAL LANGUAGE Phonological-speech sound

BODILY CODES Bodily Contact

PERCEPTUAL CODES Visual perception

Specific Learning Objectives:

INTELLECTUAL PROPERTY IN INTERNATIONAL AND LOCAL CONTEXT

TYPES OF INTELLECTUAL PROPERTY

Terms Description Coverage

Patent Provides the patent owner with

Geographical Indication and Sign used on goods that have a

INTELLECTUAL PROPERTY LAW IN THE PHILIPPINES

COPYRIGHT PROTECTED WORKS

INTELLECTUAL PROPERTY LAW IN PHILIPPINES

1. Copyright and related rights

COPYRIGHT VALIDITY PERIOD