Being SMART in Social Media 

(Savvy, Mature, Analytical, Respectful, and Truthful)

A Lesson on
Media and Information Literacy

For Grade 11 or 12
3rd & 4th Quarter

Written by
Lara Angelica B. Rosario

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AUDIO EDUCATIONAL MODULE AVAILABLE

Learners are recommended to listen AFTER using the self-learning module.

Listen to
Episode 01: Nang Dahil kay Crush
A Lesson on Media Literacy 

Buod Synopsis

Natutuliro si Zed sa kanyang crush, isang
sikat na vlogger. Suspetsa ni Ysa, ang
kanyang BFF, na isang malaking fake si
Oppa. Hindi kailanman nang-i-stalk si Zed
pero mukhang kakailanganin niya.
Zed is confused. Her crush, “Oppa,” a
high-profile vlogger, seems to be lying about
himself in his social media posts. BFF Ysa
helps her figure him out. To stalk or not to
stalk? Is he real or a fake? It’s complicated.

Visit ​https://www.podbean.com/media/share/pb-spm27-f4079f
to listen and download Episode 01.
If prompted, please download the Podbean app.
In case this URL does not work, please contact ​malikhainexchange@gmail.com​.

This educational podcast is hosted by ​Malikhain Exchange​.

Visit ​https://MalikhainExchange.org​ to learn more.

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Subject MEDIA AND INFORMATION LITERACY

Topic / Lesson Name 6. Media and Information Languages

a. Codes, Conventions, and Messages

8. Opportunities, Challenges, and Power of Media and

Information
a. Economic, Educational, Social, and Political
b. Threats, Risks, Abuse, and Misuse

11. People Media

a. People as Media and People in Media

Content Standard The learner demonstrates understanding of media and

information literacy (MIL) and MIL related concepts.

The learner demonstrates understanding of different resources

of media and information, their design principle and elements,
and selection criteria.

Performance Standard The learner organizes a creative and interactive symposium for
the community focusing on being a media and information
literate individual.

The learner produces a living museum or electronic portfolio or

any other creative forms of multimedia showcasing their /
his/her understanding, insights, and perceptions of the
different resources of media and information.

Learning Competencies 1. evaluates everyday media and information with regard to

with codes, convention, and messages; in regards with
audience, producers, and other stakeholders
MIL11/12MILA-IIIf- 15

2. produces and assesses the codes, convention, and

messages of a group presentation ​MILI11/12MILA-IIIf- 16

3. realizes opportunities and challenges in media and

information ​MIL11/12OCP-IIIh- 24

4. researches and cites recent examples of the power of

media and information to affect change ​MIL11/12OCP-IIIh- 25

5. Cites studies showing proof of positive and negative effects

of media, information on the individual and society.
MIL11/12PM-IVa-1

6. describes the different dimensions of people media

MIL11/12PM-IVa-1

7. categorizes different examples of people and state reasons

for such categorization ​MIL11/12PM-IVa-2

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Specific Learning - Identify codes, convention, and messages, and how

Outcomes they affect the audience, producers, and other
stakeholders
- Reflect on how important information can be conveyed
to create the desired impression
- Discuss and analyze a specific case study related to
legal, ethical, and societal issues in the use of media
and information literacy
- Explain from the studies how media affects the
individual and the society
- Write an article on how social media affects each
learner’s own family, community, and self

Time Allotment 3 hours

References Please see below

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1. Introductory Message
For the learner:
Hello, and welcome to Being SMART in Social Media! This Self Learning
Module under Media and Information Literacy will discuss 2 very prevalent examples
of relaying messages in social media: memes and fake news. How come memes are
so easy to relate to and why do people easily believe these fake news in social
networking sites such as Facebook? With this module, you will learn about the power
of the image and the text through the medium of social media. This power can be
misused when in the wrong hands. In this day and age we need to be more SMART
(Savvy, Mature, Analytical, Respectful, and Truthful) when we encounter these
memes and fake news online.

So why do we need to be SMART in Social Media? We need to be:

S​avvy​ - we need to have good sense and judgement when looking at images and
information in the internet, especially the memes and fake news that we see in
Facebook;

M​ature​ - we need to be very mature in looking at posts online; to always think before
you click;

A​nalytical​ - in this digital age, we are bombarded with many kinds of information; we
need to be analytical to see what is helpful, and what is destructive.

R​espectful​ - even if there is freedom of expression, and everyone is entitled to their

own opinion, we still need to be respectful with each other.

T​ruthful​ - let’s not propagate fake news and destructive memes online. We can fight
fake news with the truth and facts.

In this module, you will learn how to be ​SMART​. And with the help of your
parents/guardians, they can guide you in not just identifying fake news and negative
memes, but you can also discuss with them the different issues behind these images.

For the facilitator/parent/guardian:

Welcome to Media and Information Literacy for SHS Self Learning Module
(SLM). This SLM hopes to engage the learner in independent learning activities at
their own pace and time. The student needs guidance in terms of looking for and
analyzing examples online. Since this SLM is more analytical in nature, and there
would be some exercises that would require the student to be subjective with their
opinions, a rubric will be provided to be able to grade them accordingly.

The activities will require your help as our student’s output will need your
honest comments/insights. You may need to discuss with them the different issues

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that surround some of the examples of fake news that they will research on. You will
also be providing honest feedback regarding the effectiveness of communication
regarding some of their output.

Guidance note​: Please be advised that some activities will involve the use of scissors
and glue in collage making.

2. Introduction
What I need to know?
Learning objectives

1. To be able to know how images and text can be effective modes of

communication especially through social media
2. To be able to learn how the meanings of images and text may be manipulated
3. To be able to analyze these images by becoming more observant and critical
regarding the information that we encounter in social media
4. To be able to create our own meme with an article reflecting on how images
are effective communication tools.

Topics Covered

1. Media and Information Languages

a. Codes, Conventions, and Messages

2. Opportunities, Challenges, and Power of Media and Information

a. Economic, Educational, Social, and Political
b. Threats, Risks, Abuse, and Misuse

3. People Media
a. People as Media and People in Media

Materials needed

1. Any photo editing app on your phone or computer.

Alternative materials in case digital devices are not available:

1. Photos from old magazines/newspapers/brochures
2. Any writing and coloring materials
3. Bond paper
4. Scissors, glue/adhesive tape

Pre-Assessment
What I know?

I. Write T if the statement is True, and F if it is False.

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_____ 1. “Pictures, or it didn’t happen” --- Do all pictures represent the truth?

_____ 2. One can manipulate the meanings of images with text and music.

_____ 3. Photographs are usually “silent”.

_____ 4. Images can be subjective.

_____ 5. Meanings can depend on the perspective of the viewer.

II. Draw the following logos by memory:

Facebook Youtube Instagram Twitter Gmail

III. What do these images mean to you? Please write what you think is the
meaning/idea/concept/keyword that is usually associated with the ff images:

1.

2.

3.

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4.

5.

3. Lesson Proper

Review
What’s in?

● Media​* and information can come from different sources, it may be from oral
tradition (indigenous), print or digital media (library), or online media (internet).
But whatever source our information comes from, it’s always important to
double check our information by accessing supplementary information from
reputable sources.

Media*​ -​ is a form of mass communication. Communication involves a

sender​, who ​encodes/creates​ the message, and a ​receiver​ who
decodes/understands​ the message. The ​channel/medium​ is the manner of
how the message is sent/transferred. This process is shown in the diagram
below:

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Diagram: ​The Communication process.

As you could see in the diagram, even if the sender’s message was
somewhat clear, the receiver understood it, although not as exactly as how the
sender intended it to be. In communication, there are very important factors to
consider:
1. Clear​. Messages should be easily understood
2. Concise​. Messages should feature only necessary information
3. Consistent​. Messages should be the same especially when
communicated more than once
4. Complete​. Their messages should feature all the necessary
information
5. Relevant​. Messages should have meaning to its receiver
6. Understanding of Audience Knowledge​. Messages should
consider what the receiver already knows about the situation,
and not assume too much or too little

In our diagram, the receiver may have a different experience when the
word “cute” was mentioned. For the sender, an adult dog which looks like a
purebred is considered as “cute”; while from the receiver’s experience, a “cute
dog” is more like any type of puppy. To avoid misunderstandings, we must
consider the factors mentioned to communicate better.

The term​ media​ would describe the many ways wherein the message
could be sent. Today, the transfer of messages is done digitally and online on
a wide scale. ​Digital​ means something created using electronic technology
while ​online​ means involving the internet. We use digital and online media in
everyday correspondence (like email or chat), teaching and learning (like the

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tutorials we see on Youtube), and transfer of information and news (like the
ones we see in social media).

The next lesson will teach you how to be critical of all of this
information, especially the ones we encounter online.

● There are legal, ethical, and societal issues when it comes to media and
information. We are living in a period wherein people are publishing and
downloading more information and content from the internet as compared to
recent years (pre-pandemic). We are concerned with Intellectual Property
(Copyright/Fair Use/ Plagiarism), how we conduct ourselves online (netiquette
and virtual self), to bashing, bullying, and how we hunger for online
acceptance. We need to learn how to protect our information, how to conduct
ourselves properly online, and stop letting the social media world control our
lives.

● Being well versed in using technology and social media, or being a “Media and
Information-Literate Individual”, would help us to navigate the digital jungle.
This type of individual would enjoy more opportunities, an improved learning
environment, and more cohesive social units.

Activities
What’s New?

Meme, I kennat:​ What we see vs what is the truth/reality​.

If you do not have a digital device, you can do a collage meme with the alternative
materials
● If you have a smartphone, compose your most glamorous, attractive, superstar
shot of yourself (the more artsy/edgy, the better). ​OR
Select and cut a glamorous photo/s (of a model/actor) from an old magazine or
newspaper
● Then create a political meme for your photo. (The meme should be completely
opposite/different from the original intention of the photo).
● The text for the meme could be short, catchy and you may use English or
Filipino
● Add an explanation for your meme
○ Describe the image/s that you used
○ What was the original intention of the photo? (personal photo,
modelling a particular brand, etc)
○ What text did you add?
○ What changed with regards to the meaning of your photo?

Discussion of the Activity

What is it?

● In part II of the pre-assessment, what did you notice regarding the logos that
you had to draw? What did they have in common?

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● In part III of the pre-assessment, what did you base your answers on?
● What did you notice regarding the meaning of the image you selected?
○ Before adding the text
○ After adding the text
● Imagine a newspaper with no illustrations or photos. What can you observe?
● This time, imagine a newspaper with no captions to the images. What can you
observe?
● Would images be that powerful if they weren’t accompanied by text and vice
versa?

Image from the Philippine News Agency

https://www.pna.gov.ph/articles/1106955

Mini Lesson

● So what exactly are ​memes​?

A meme is one way of communicating culturally-relevant ideas. It
usually utilizes an image (could be photo or video) and text (for video it would
also include music) that the intended audience would usually relate to. Memes
would usually have the intention of poking fun at a culturally relevant persona
or event. Memes and social media go hand in hand, as memes would gain
more momentum or it goes “viral” when it is spread through sharing online.

● And how is it different from ​fake news​?

If a meme is intended to poke fun or be satirical, fake news poses to be
a legitimate piece of information that is pretending to come from a legitimate
source. It aims to mislead and misinform the public, often it would include an
image and an emotionally-moving text that is aimed to spark fear or anger
which causes chaos and unrest in society.

Fake news are quite easy to spot:

1. The source or publisher is not indicated, if it is, the
website would not be correct; you can double check the

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website. In the example below, it shows a website that

doesn’t look like a reputable news agency, and it ends
with a “​.con​” instead of a ​.com​, which shows that the
source may be fake.
2. You can double check the accuracy of the content by
doing a Google search of the text.
3. The format is made to look legitimate, often copying the
format of real news articles. One favorite format is the
use of invented quotes complete with quotation marks.

Aside from a legit photo, there’s a quote that is allegedly from the
person in the photo. Even if the statement is obviously invented, people get
drawn in by the seemingly “real” format.

● There are instances of memes that also spread fake news. These memes are
used to spread misinformation, distrust, and chaos.

So why does this happen? Why do we relate well with memes? Why are
fake news convincing?

● Semiotics
It all starts with the image. In Semiotics, or the study of signs, it says
that everything we see can be considered as a pictorial sign, wherein it can
have a number of meanings or significations. Each sign has a ​signifier​ and a
signified. ​The signifier stands for the ​physical aspect/representation​ of the
sign, while the signified stands for the ​non material aspect​.

SIGN SIGNIFIER SIGNIFIED

Blue the color itself sadness, cold

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Let’s take for example the color blue. The signifier/physical aspect
would be the color/hue itself. The non-material aspect would be sadness, cold,
and other cultural meanings associated with the color.

This is the reason why we readily connect certain images with certain
concepts/ideas/meanings. Like take for example the logos in pre-assessment
part II. We know that the blue “f” stands for Facebook, the blue bird stands for
Twitter, the white triangle in the middle of a red rectangular shape is Youtube.
All these logos are known as social media sites as they have the ability to
spread out the content that you upload to a wide array of audiences.

Examples

Image taken by Raymon Dullana for RAPPLER

https://www.rappler.com/nation/elections/in-photos-local-campaign-period

In the example above, the importance or value of a figure can be

emphasized with size (biggest), and position (middle/front).

Some political figures would associate

themselves with certain images (like this fist) to
symbolize power and for easier recognition.

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Image from ​http://clipart-library.com/

● Ways of Seeing
John Berger, an art critique, has a series of 4 episodes entitled ​Ways
of Seeing ​that we can view on Youtube. If you have an available device that
can go online, please watch episode 1 available on Youtube. John Berger is
famous for providing tips and strategies in ​demystifying​ images. It’s the
opposite of mystifying...so it means, trying to remove the “mystery” from the
images.

So why do we perceive images and their meanings in a certain manner?

According to Berger:
- The images that we see are reproduced. And because of digital
technology and social media, images can be reproduced and spread
faster.
- Images by themselves are silent. This means they do not carry
meaning on their own. Meaning can be added by how they are
cropped​ or emphasizing something, and taking away “non-essential”
elements. Meaning can be implied by adding ​text​, ​music​, or other
images​.

Examples:
During campaign season,
politicians would use slogans
that would associate their
name to something positive.

Image from https://societyofhonor.files.wordpress.com/2014/07/binay-for-president1.jpg

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Other politicians would have a signature “look” and their own theme music (changing the
lyrics to depict their good character), to help the voters make that association.

In this example, Manny Villar is

known for his “Sipag at Tiyaga”
slogan, his big smile and orange
t-shirt, and his campaign jingle
(“​Nakaligo ka na ba sa dagat ng
basura…​”

Picture + Slogan + music = more

voters

Image from https://quierosaber.files.wordpress.com/2010/01/manny-villar-poster.jpg

Image from
https://thedefiant.net/we-should-never-forget-the-horrors-of-ferdinand-marcos-dictatorship/

However sometimes the image doesn’t show the entire “truth”, and we
only see what they want us to see. In the above example, we see the picture
on the left of the happy couple, the former president Ferdinand Marcos and
first lady Imelda Marcos. On the right, is one of the photos which cannot be
published at that time, pictures of the deaths caused by atrocities during the
Martial Law.

Can you think of political personalities who are very active in

shaping and sharing their “image”?

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Because of social media and the abundance of images, we must

stay “woke”, we must stay informed to figure out which images aim to
educate, and which images aim to spread misinformation. We have to
learn how to dissect the images, and base our judgement on the visual
cues. According to Berger, all the images that we see are arranged, but
we must be skeptical of it.

Enrichment Activities

● Editorial Cartoons​ - for this activity, you have to look for old newspapers with
the editorial cartoon still intact or buy a newspaper (broadsheet).
○ Find the editorial page a few pages after the cover. Cut out the editorial
cartoon.
○ DO NOT READ what the editorial is all about
○ Make an educated guess what the cartoon is all about. Write it down.
○ Now, dissect everything you see in the cartoon and list these down:
■ The images: where and how are they placed/positioned
■ The texts: where and how are they placed/positioned
■ What do the individual images and texts represent?
■ How are the images and texts arranged together?
○ Assess your list, do they support your initial assumption about the
cartoon? Try to read the editorial, does the cartoon make more sense?
Did your assumptions hit the bull’s eye or missed the mark?
○ You can also ask your parent/guardian to provide their point of view
and you can compare your assumptions with theirs.

● Create a poster​ - you will be using the same materials (you can choose to do
this digitally or using traditional materials)
○ You will now create a poster as a reaction to the editorial cartoon that
you have selected. You can support it, or contradict it...it’s all up to you
to make a fair judgement of the message being described in the
cartoon.
○ Cut out images and text from the old newspapers and magazines
○ To enhance your poster, you can color it or add doodles or calligraphy
○ Combine all your visual elements on a piece of paper. Remember that
how you position your images and text can enhance your meaning.
Even the size can also emphasize their importance and/or your
message.
○ Write a short explanation at the back of your poster (or a separate
piece of paper.
○ You can discuss your poster with your family by having an open
conversation/discussion with them:
■ Show them the initial editorial cartoon, then your reaction poster
■ Ask them what they think, then tell them what your real
intentions were

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■ Ask them if your poster was visually convincing (regarding the

message you wanted to convey); what other elements do they
think your poster needed for it to be more “aggressive” and
straightforward in communicating your message.

4. Generalization
A meme is ______________________________. It aims to ___________________.
It usually would have __________________________________________________.
It is spread through ____________________________.

Fake news is ________________________________________________________.

It is similar to a meme because it also has _________________________________.
It is different from a meme because ______________________________________.
It aims to ___________________________________________________________.
You can spot fake news by _____________________________________________.

An image is a powerful tool for _____________________________. It has the power

to change the _________________________ of people. One can manipulate the
meaning of an image with _____________, __________________, and
_______________. We can dissect the meaning of an image with the use of
________________________. In John Berger’s ​Ways of Seeing​, he said that images
are ________________, and meanings can be ______________________. We can
be _____________________of these images, meaning we just don’t accept them at
face value.

5. Application
Since memes and fake news are usually transmitted and spread via
social media, this section would really need you to go online, just use the free
data for Facebook (FB).

● First, search for 3 memes spreading on FB. If possible, find the memes that
are shared by people you know. Read their comments. Try to write your point
of view (POV) in their comments section. You can even strike up a
conversation in their Messenger. Ask them what they think of the meme, what
are their thoughts regarding the use of the image and the text.

● Compile 3 fake news by looking for shared posts in Facebook shared by

people you know or search in Google. Observe the original comments (by
clicking on the link to the image), and see the reasoning behind those who
believe and do not believe the fake news. Based on your observations and
how they wrote their comments, what was the basis of their judgement?

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● Ask your family to look at these images. Try to share some of these posts (you
can delete them after) and ask your family to comment honestly about them.
Do they relate with the memes? Do they believe the fake news? Answer their
comments with a level head, and try not to be a hot-headed keyboard warrior.

6. Post Assessment

● Write an article about being SMART

○ S - Select any fake news or destructive/hateful meme on Facebook
○ M - Make a list why it is not true
○ A - Analyze - what is their purpose?
○ R - Reasons why it’s so easy to spread...why are they viral?
○ T - The truth shall set you free. List down facts about the
issue/person/event of your selected fake news/destructive meme.
○ What were your thoughts about it?

● Write an article about your personal experiences with fake news/memes

○ Have you ever believed in fake news/destructive memes? Can you
remember which one?
○ Have you ever shared or reacted/commented on any fake
news/destructive meme? What was your stand?
○ Have you ever experienced/witnessed an argument about fake news in
the comments section? Describe can you remember about it and what
were your thoughts about it?
○ Now that you know that messages in media can be manipulated, how
can you protect yourself and your family from misinformation?

7. Back Matter
a. Answer key
i. Pre-Assessment part I
1. F
2. T
3. T
4. T
5. T

ii. Pre-Assessment part II

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iii. Pre-Assessment part III

1. Peace / 2. Corruption / 3. Christmas / 4. Justice / 5. Filipino /

Freedom / Greed holiday Equality Makabayan /
Holy Spirit / Nation
Purity

b. Rubrics (for the written and creative outputs)

4. Distinguished 4pts  3. Proficient 3pts  2. Apprentice 2pts  1. Novice 1pt  TOTAL 

Written Outputs

Content:  The topic was  The topic was  Topic was briefly  The discussion was 
How much of the topic  extensively and adeptly  sufficiently discussed.  discussed. There were  off topic, where non 
was discussed? Were  discussed. The main  The main  some points/guide  of the points/guide 
the main points/guide  points/guide questions  points/guide  questions missed.  questions were 
questions answered?  were profoundly  questions were briefly  Writing was barely or  answered. 
Was the writing  discussed. Writing was  answered. Writing  not at all related to real 
relatable?  related to real life  was slightly related to  life experiences. 
experiences.  real life experiences. 

Quality of Writing:  Formal use of  Slightly informal use  Informal use of  Informal use between 
Proper use of  language, proper use  of language, use of  language, there were  English and Filipino, 
language, punctuation  of punctuation and  punctuation was  some mistakes in  shortcut spellings 
and grammar.  grammar was  correct with a couple  spelling, grammar, and  and multiple 
followed.  of grammatical errors.  punctuation.  mistakes in grammar 
and punctuation. 

Citing of Sources and  All borrowed text were  All borrowed text were  Some of the text  Text weren't cited at 
Following of  properly cited, and  cited, there were  weren't cited properly,  all and instructions 
Instructions:  instructions were  some instructions  and there were  weren't followed as 
Proper citing of  explicitly followed  missed in the  instructions missed in  well. 
sources and following  (format/layout).  formatting and layout.  the formatting and 
of instructions  layout. 
(format/layout). 

Conceptualization: The theme was clearly The theme is evident The theme was not so The theme was not
Was the theme evident in the work. in the work. The evident in the work. evident at all in the
effectively translated The concept essay concept essay The concept essay was work. There was no
into a visual format? sufficiently described described the work. brief. The lesson was concept essay and
Was the concept the work. The lesson The lesson was not not indicated in either the lesson wasn't
sufficiently described was clearly integrated much indicated in the the work nor the mentioned at all.
in the concept essay? within the work and the work and/or the writing.
Was the lesson writing. writing.
clearly integrated in
the work and the
concept essay?

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Art Production Output 4. Distinguished 4pts 3. Proficient 3pts 2. Apprentice 2pts 1. Novice 1pt TOTAL

Quality of the Creative The concept was The concept was The concept is hardly The concept cannot
Expression: faithfully followed somewhat evident in evident in the work. be found in the work.
Was the concept through the work. The the work. Some of the The materials were not The materials were
followed? Were the chosen materials were materials were not appropriate at all and not appropriate at all
materials used appropriate and that appropriate but it only a few aspects of and it did not show
appropriate and highlighted the still showed off some the concept is seen. any aspect of he
highlighted the concept. The work aspects of the The work showed little concept. The work
concept? Did the shows that a lot of concept. The work diligence and care that was put together
work show diligence diligence and care showed some went to its making. haphazardly. It is
and care in its went to its making. diligence and care recommended to
making? went to its making. repeat the activity.

Citing of Sources and All borrowed content All borrowed content There were some Sources were not
Following of were properly cited. All were properly cited. content that weren't cited for borrowed
Instructions: instructions were There were a few cited. There were some content and
Citing sources for any followed to a tee. instructions missed instructions that weren't instruction weren't
borrowed content and and not followed. followed. followed at all.
following of
instructions.

c. References

Arthur Lakes Library. (n.d.). Fake News: Fake news on social media. Retrieved from
https://libguides.mines.edu/fakenews/socialmedia

Berger, J. (1972). ​Ways of Seeing.​ British Broadcasting Corporation and Penguin Books.
http://waysofseeingwaysofseeing.com/ways-of-seeing-john-berger-5.7.pdf

Guillermo, A. (n.d.). Image to Meaning. Retrieved from

https://books.google.com.ph/books?id=WTDhb5ZtDoIC&lpg=PP7&pg=PA1#v=onepa
g
e&q&f=false

Lumenlearning. (n.d.) ​Module 8: Communication in the Workplace.​

https://courses.lumenlearning.com/wmopen-organizationalbehavior/chapter/key-comp
onents-of-communication/

Oxillo, M. (2017, June 15). Media and Information Literacy Teaching Guide. Retrieved from
https://www.slideshare.net/MarkJhonOxillo1/media-and-information-literacy-teaching-g
uide

Sprout Social. (2018, November 29). What is a meme? Retrieved from

https://sproutsocial.com/glossary/meme/

© ​NCCA and ARTIST-PARS Association, Inc. 20 of 20