Republic of the Philippines

ABRA STATE INSITUTE OF SCIENCES AND TECHNOLOGY

VISION
The preferred center of quality education in the province of Abra

MISSION
The College shale provide professional, scientific, technological knowledge to produce quality graduates in relevant degrees; undertake research to generate
technologies and other solutions for local and national development; disseminate technologies and other solutions to its various clienteles; and engage in
programs and projects for income generation.

CORE VALUES

N obility -Learned and educated

E ntreprenuership -Productivity and self-reliance
W isdom -Love of God
A ction -Performance-focused
S incerity -High commitment to duty
I ntegrity -Personal transformation
S ervice -Client-orientation
T eamwork -Coordinated group work

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 COLLEGES OF TEACHER EDUCATION
Laboratory High School Department

Outcomes-Based Teaching and Learning Plan

Course title Media and Information Literacy Course Code MIL 11/12(Senior High School)
Credit Units 3.8 Course Pre-/Co-requisites NONE
Course Description This course introduces the learners to basic understanding of media and information as channels of communication and
tools for the development of individuals and societies. It also aims to develop students to be creative and critical thinkers
as well as responsible users and competent producers of media and information.
Course intended Learning
Outcomes (CILO)

Quarte Essential Learning Intended Learning Outcomes

Suggested Teaching/Learning Assessment Tasks
Content Standards (ILO)
r Declarative Knowledge Functional Knowledge Students should be able to:
Activities (TLAs) (ATs)
1 1. Introduction to  Define and articulate The learner…  Describes how communication is Teaching/Learning Activities Quarterly
Media and information needs  Demonstrates affected by media and Discussion Assessment
Information Literacy  Locate and access understanding of media information Group collaboration/Discussion Quiz
a. Media Literacy information and information literacy  Identifies the similarities and Brainstorming
b. Information  Assess information (MIL) and MIL related differences of media literacy, Performance Tasks
Literacy  Organize information concepts. information literacy, and Input Material/Resources
c. c. Technology  Make ethical use of  Compare and relate the technology literacy Bond/pad paper, pen, board and Project
Literacy information media and information  Editorializes the value of being a marker, computer/tablets
 Communicate literacy framework to media and information literate LCD Projector
information their own individual. Laptop
understandings and  Identifies Visual Aids
competencies. characteristics/describes a Readings
responsible uses and competent
producers of media and Output Materials
information Activity Output
 Shares to class media habits,
lifestyles and preferences.
 Use ICT skills for information

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 processing
 Understand the role and
functions of media in democratic
societies
 Understand the conditions under
which media can fulfill their
functions
 Critically evaluate media content
in the light of media functions
 Engage with media for self-
expression and democratic
participation
 Review skills (including ICTs)
needed to produce user-
generated content

Quarte Essential Learning Intended Learning Outcomes

Suggested Teaching/Learning Assessment Tasks
Content Standards (ILO)
r Declarative Knowledge Functional Knowledge Students should be able to:
Activities (TLAs) (ATs)
2. The Evolution of  Identify and define The learner…  Shall be able to make a timeline Teaching/Learning Activities Quarterly
Traditional and New traditional media and  demonstrate an or historical record of their Discussion Assessment
Media new media and their understanding of the interaction with and exposure to Group collaboration/Discussion Quiz
a. Prehistoric Age relationships. historical background of traditional and new media. Brainstorming
b. Industrial Age  Editorialize the roles and media and information; Performance Tasks
c. Electronic Age functions of media in basic theories of media Input Material/Resources
d. New democratic society and information Computers with internet
(Information)  Search and look up the systems; and concepts connection, books and other
Age latest theories on of ownership, control references, online resources
information and media. and regulation of LCD Projector
media. Laptop
Visual Aids
Readings

Output Materials
Activity Output

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4
Quarte Essential Learning
Content Standards
r Declarative Knowledge
3. Information Literacy  Defines information
needs, locates,
accesses, assesses,
organizes, and
communicates
information.
 Identify the importance
of proper sourcing of
data
 Validate information
 Value the ethical use of
communication
information
Quarte Essential Learning
Content Standards
r Declarative Knowledge
4. Types of Media  Classifies contents of
different media types
 Defines media
convergence through
current examples
Functional Knowledge
The learner…
Demonstrates ethical use of
information
Functional Knowledge
The learner…
Discusses to class on how
a particular individual/or
society is portrayed in
public using different type
of media
Intended Learning Outcomes
Suggested Teaching/Learning Assessment Tasks
(ILO)
Students should be able to:
Activities (TLAs) (ATs)
The learners demonstrate an Teaching/Learning Activities Quarterly
understanding of why there is a need Discussion Assessment
for information, and identify how to Group collaboration/Discussion Essay
locate, access, assess, organize and Brainstorming
communicate that information. Instruct the learners
Input Material/Resources to write an essay (of
Computers with internet at most 100 hundred
connection, books and other words) about an
references, online resources information literate
LCD Projector individual
Laptop
Visual Aids
Readings
Output Materials
Activity Output
Intended Learning Outcomes
Suggested Teaching/Learning Assessment Tasks
(ILO)
Students should be able to:
Activities (TLAs) (ATs)
 Classifies contents of different Teaching/Learning Activities Quiz
media types Discussion
 Define media convergence Group collaboration/Discussion The learners shall
through current examples Brainstorming make a visual
 Demonstrates understanding of representation
the types of media Input Material/Resources (sketch or drawing)
 Discuss the influence of media Computers with internet on how media is
in society connection, school supplies, affecting his/her own
 Discuss how some individuals magazine and newspaper everyday life.
are being portrayed in public radio
 Describe how media LCD Projector
personalities could greatly affect Laptop
society Visual Aids
Readings
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 Output Materials
Activity Output

Quarte Essential Learning Intended Learning Outcomes

Content Standards
r Declarative Knowledge
5. Media and  Compares potential
Information Sources sources of media and
a. Indigenous information
b. Library  Determine the accuracy,
c. Internet reliability and value of
d. Others information by
questioning the source
of data, limitations of the
information gathering
tools or strategies, and
the rationale of the
conclusions.
Functional Knowledge
Demonstrate an ability to
examine and compare
information from various
sources in order to evaluate
its reliability, accuracy,
authority, timeliness and
bias
Suggested Teaching/Learning Assessment Tasks
(ILO)
Students should be able to:
Activities (TLAs) (ATs)
 Demonstrate an understanding Teaching/Learning Activities Interviews an elder
of the values and differences of Discussion from the community
the sources of media and Group collaboration/Discussion regarding
information. Brainstorming indigenous media
 Examine the reliability, accuracy, and information
value, authority, and timeliness Input Material/Resources resource
of the different sources of media Computers with internet
and information. connection, school supplies,
magazine and newspaper
radio
LCD Projector
Laptop
Visual Aids
Readings

Output Materials
Activity Output

Quarte Essential Learning Intended Learning Outcomes

Suggested Teaching/Learning Assessment Tasks
Content Standards (ILO)
r Declarative Knowledge Functional Knowledge Students should be able to:
Activities (TLAs) (ATs)
6. Media and  identify codes,  Reflect on how  Understand media and Teaching/Learning Activities Reflection
Information convention, and important information information codes, conventions, Discussion
Languages can be conveyed to and messages in relation to Group collaboration/Discussion
message and how they
create the desired consumers, producers, and Brainstorming
a. codec,
affect the audience impression. other stakeholders.
conventions,  Examine and identify pertinent Input Material/Resources
and messages media and information codes, Manila paper, pens, board and
b. b. audience, conventions and messages marker, postcards, printed MIL
producers and given a visual resource design framework matrix

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 LCD Projector
Laptop
Visual Aids
other
Readings
stakeholders
Output Materials
Activity Output

Quarte Essential Learning Intended Learning Outcomes

Content Standards
r Declarative Knowledge
7. Legal, Ethical, and  Define and explain
Societal Issues in copyright and related
Media and issues
Information  Explain actions to
a. copyright/fair promote ethical use of
use/ plagiarism media and information
b. netiquette  Enumerate opportunities
c. digital divide, and challenges in media
addiction and
and information
bullying  Demonstrates proper
d. virtual self conduct and behavior
e. others online (netiquette, virtual
self)
 Explains copyright, fair
use, etc. vis-à-vis
human rights
Suggested Teaching/Learning Assessment Tasks
(ILO)
Functional Knowledge Students should be able to:
Activities (TLAs) (ATs)
 Discuss current issues  Demonstrate an understanding Teaching/Learning Activities
related to copyright in of the legal, ethical, and societal Discussion
relation to actions of issue in the use of media and Group collaboration/Discussion
government and private information. Brainstorming
sectors, including but  Evaluate a case study or
not limited to presentation on an offense, Input Material/Resources
Cybercrime Law RA investigation, and decision on Sample articles of each case,
10175 any of the issue in media and Manila paper, pens, board and
Oral Presentation
 Puts into practice their information within their marker,
understanding of the community LCD Projector
intellectual property,  Discuss and analyze a specific Laptop
copyright, and fair use case study related to legal, Visual Aids
guidelines. ethical, and societal issues in Readings
the use of media and
information literacy. Output Materials
Case Studies

Quarte Essential Learning Intended Learning Outcomes

Suggested Teaching/Learning Assessment Tasks
Content Standards (ILO)
r Declarative Knowledge Functional Knowledge Students should be able to:
Activities (TLAs) (ATs)
8. Opportunities,  Researches and cites  Analyze opportunities  Realizes opportunities and Teaching/Learning Activities Casework
Challenges, and recent examples of the of the internet in the challenges in media and Discussion Presentations
Power of Media and power of media and field of citizen information Group collaboration/Discussion
Information information to affect journalism and tourism  Brainstorming The learners shall
a. Economic, change support compose a 500-
Educational,  Identify threats of the  Examine the possible Input Material/Resources word essay on how

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 internet to banking and Sample articles of each case,
human trafficking. Manila paper, pens, board and
the power of media
marker,
Social and and information is
threats of the internet to LCD Projector
Political being harnessed to
banking through Laptop
b. b. Threats, affect change as
phishing and human Visual Aids
Risks, Abuse well as
trafficking. Readings
and Misuse responsibilities of
the users.
Output Materials
Case Studies

Quarte Essential Learning Intended Learning Outcomes

Suggested Teaching/Learning Assessment Tasks
Content Standards (ILO)
r Declarative Knowledge Functional Knowledge Students should be able to:
Activities (TLAs) (ATs)
2 9. Current and Future  Identify the current and  Evaluates current  To demonstrate an Teaching/Learning Activities  Analyze the
Trends of Media and future trends of MIL trends in media and understanding of envisioning the Discussion benefits and
Information  Give examples of information and how it future of media and information Group collaboration/Discussion challenges of a
a. massive open wearable technology, will affect/ how they  To make a prototype of what Brainstorming massive open
online content 3D environment and affect individuals and they think is the future of media online courses
b. wearable Ubiquitous Learning the society as a whole and information Input Material/Resources  Fill in a sample
technology (i.e.  Describes massive open  Synthesis the overall Printed articles, computers with pre-enrolment
Google glass, on-line knowledge about media internet connection, board and form for a
iPhone watch,  Predicts future media and information with marker, MOOC
etc.) innovation skills for producing a LCD Projector
c. 3D environment prototype of what the Laptop
(ie. 3D printer, learners think is a Visual Aids
3D films, future media innovation Readings
holograms, etc)
d. Ubiquitous Output Materials
Learning Enrolled in MOOC
e. e. Others

Quarte Essential Learning Intended Learning Outcomes

Suggested Teaching/Learning Assessment Tasks
Content Standards (ILO)
r Declarative Knowledge Functional Knowledge Students should be able to:
Activities (TLAs) (ATs)
10. Media and  Identify the impact of Synthesizes the overall  Demonstrate an understanding Teaching/Learning Activities Prepare a debate on
Information Literate MIL on an individual and implication of media and of the overall impact of media Discussion the effects of

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 Individual on the society as a information to an individual and information on individual Debate technology on
a. Improved quality whole. (personal, professional and society as a whole. Group collaboration/Discussion specific sectors.
of life  What are the benefits educational, and others)  Conduct a debate about the Brainstorming
b. Greater political and challenges of social and the society as a whole present status of MIL in the
participation networking platforms (economic, social, political, country and its value to nation Input Material/Resources
c. Better economic  Discuss and give educational and others) building with a global Video clips, articles, references,
opportunities example of a MOOC perspective. computers with internet
d. Improved environment  Analyze the benefits and connection, board and marker,
learning challenges of social networking LCD Projector
environment platforms to government Laptop
e. More cohesive advocacies and non-government Visual Aids
social units organizations. Readings
f. f. Others
Output Materials
Social Media

Quarte Essential Learning Intended Learning Suggested

Assessment Tasks
Content Standards Declarative Functional Outcomes (ILO) Teaching/Learning
r Students should be able to: Activities (TLAs)
(ATs)
Knowledge Knowledge
11. People Media  Cites studies  Categorizes  Demonstrate an Teaching/Learning Activities  Analyzing
a. People as Media and People in showing proofs of different examples understanding of people Discussion Media Jobs
Media positive and of people and state media and gain the Brainstorming  Discussion
1. Definition negative effects of reasons for such comprehensive about People
2. Characteristics media, information categorization knowledge to effectively Input Material/Resources in Media
3. Formal and Types on individual and evaluate them. Video clips, articles,
4. Advantages and society.  Understand the references, computers with
Limitations  Describes the similarities and internet connection, board
5. Value different differences of people as a and marker,
6. Others dimensions of medium of information LCD Projector
people media.  Explain from the studies Laptop
how media affects the Visual Aids
individual and the society Readings
 Identify and explain the
different roles of people in Output Materials
media and information An article about Social
 Describe how people can Media’s impact
be a medium of
communication to other

9
 people
 Write an article on how
social media affects each
learner’s own family,
community, and self.

Quarte Essential Learning Intended Learning Outcomes

Suggested Teaching/Learning Assessment Tasks
Content Standards (ILO)
r Declarative Knowledge Functional Knowledge Students should be able to:
Activities (TLAs) (ATs)
12. Text Information and  Describes the different  Comprehends how text  Demonstrate understanding of Teaching/Learning Activities Create and evaluate
Media dimensions of text information and media text media and information, and Discussion text-based
a. Definition, information and media is/are formally and gain comprehensive knowledge Group discussion presentation
characteristics, informally produced, on how to effectively evaluate Brainstorming (campaign poster)
format and organized, and them by using design
types, sources, disseminated  To produce a text-based principles and
advantages and  Evaluates the reliability presentation anchored on design Input Material/Resources elements.
limitations, and and validity of text principles and elements. computers with presentation
value information and media  Identify the basic elements in software, manila papers, board
b. Text as Visual and its/their sources creating text-based presentation and marker, references and
c. Selection using selection criteria  Evaluates the text based resources
Criteria  Produces and presentation through the design LCD Projector
d. Design principle evaluates a creative principles and elements Laptop
and Elements text-based presentation Visual Aids
using design principle Readings
and elements
Output Materials
MIL DESIGN FRAMEWORK;
Brochure

Quarte Essential Learning Intended Learning Outcomes

Suggested Teaching/Learning Assessment Tasks
Content Standards (ILO)
r Declarative Knowledge Functional Knowledge Students should be able to:
Activities (TLAs) (ATs)
13. Visual Information  Describes the different  Comprehends how  Demonstrate understanding of Teaching/Learning Activities Create and evaluate
and Media dimensions of visual visual information and visual media and information, Discussion visual-based
a. Definition, information and media media is/are formally and gain comprehensive Group discussion presentation by
characteristics, and informally knowledge on how to effectively Brainstorming using design
format and produced, organized, evaluate them Critique principles and

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 types, sources, and disseminated  To produce a visual-based elements.
advantages and  Evaluates the reliability presentation anchored on design
limitations, and and validity of visual principles and elements. Input Material/Resources
value information and media  Identify the basic elements in computers with presentation
b. Visual Message and its/their sources creating visual-based software, manila papers, board
Design using selection criteria presentation and marker, references and
c. Selection  Produces and  Evaluates the visual based resources
Criteria evaluates a creative presentation through the design LCD Projector
d. d. Design visual-based principles and elements Laptop
principles and presentation using Visual Aids
elements design principle and Readings
elements
Output Materials
Visual Designs

Quarte Essential Learning Intended Learning Outcomes

Suggested Teaching/Learning Assessment Tasks
Content Standards (ILO)
r Declarative Knowledge Functional Knowledge Students should be able to:
Activities (TLAs) (ATs)
14. Audio Information,  Describes the different  Comprehends how  Demonstrate understanding of Teaching/Learning Activities Critique the
and Media dimensions of audio audio information and audio media and information, Discussion effectiveness of
a. Definition, information and media media is/are formally and gain comprehensive Group discussion particular audio
characteristics, and informally knowledge on how to effectively Brainstorming information
format and produced, organized, evaluate them Critique
types, sources, and disseminated  To produce a audio-based
advantages and  Evaluates the reliability presentation anchored on design
limitations, and and validity of audio principles and elements. Input Material/Resources
value information and media  Identify the basic elements in computers with presentation
b. Hearing vs. and its/their sources audio visual-based presentation software, manila papers, board
Listening, using selection criteria  Evaluates the audio based and marker, references and
Learning Out  Produces and presentation through the design resources
Loud evaluates a creative principles and elements LCD Projector
c. Selection audio-based Laptop
Criteria presentation using Visual Aids
d. d. Design design principle and Readings
principles and elements
elements Output Materials
Produced a creative audio
information and media

11
Quarte Essential Learning Intended Learning Outcomes
Suggested Teaching/Learning Assessment Tasks
Content Standards (ILO)
r Declarative Knowledge Functional Knowledge Students should be able to:
Activities (TLAs) (ATs)
15. Motion Information,  Describes the different  Comprehends how  Demonstrate understanding of Teaching/Learning Activities Flipbook, Motion
and Media dimensions of audio audio information and motion media and information, Discussion Media
a. Definition, information and media media is/are formally and gain comprehensive Group discussion
characteristics,  Define motion media and informally knowledge on how to effectively Brainstorming
format and and information and key produced, organized, evaluate them Critique
types, sources, terms such as and disseminated  To produce a motion-based
advantages and animation, frames per  Evaluates the reliability presentation anchored on design
limitations, and second (FPS) rendering, and validity of audio principles and elements. Input Material/Resources
value and storyboard information and media  Describe the different computers with presentation
b. Selection  Classify motion media and its/their sources dimensions of motion software, manila papers, board
Criteria according to their using selection criteria information and media. and marker, references and
c. c. Design format, purpose,  Produces and  Comprehend how motion media resources
principles and method, types, sources, evaluates a creative and information is/are formally LCD Projector
elements audience audio-based and informally produced, Laptop
presentation using organized and disseminated Visual Aids
design principle and Readings
elements
 Explain the basic steps Output Materials
involved in producing Produced a creative motion
motion media and information and media
information

Quarte Essential Learning Intended Learning Outcomes

Suggested Teaching/Learning Assessment Tasks
Content Standards (ILO)
r Declarative Knowledge Functional Knowledge Students should be able to:
Activities (TLAs) (ATs)
16. Manipulative  Describes the different  Comprehends how  Demonstrate understanding of Teaching/Learning Activities Produce and
Information, and dimensions of manipulative manipulative media and Discussion evaluates a creative
Media manipulative information information and media information, and gain Group discussion manipulative-based
a. Definition, and media is/are formally and comprehensive knowledge on Brainstorming presentation
characteristics, informally produced, how to effectively evaluate them Critique
format and organized, and  To produce a manipulative-
types, sources, disseminated based presentation anchored on
advantages and  Evaluates the reliability design principles and elements. Input Material/Resources

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 limitations, and and validity of  Describe the different computers with presentation
value manipulative dimensions of manipulative software, manila papers, board
b. Selection information and media information and media. and marker, references and
Criteria and its/their sources  Comprehend how manipulative resources
c. c. Design using selection criteria media and information is/are LCD Projector
principles and  Produces and formally and informally Laptop
elements evaluates a creative produced, organized and Visual Aids
manipulative-based disseminated Readings
presentation using
design principle and Output Materials
elements Produced a creative
 Explain the basic steps manipulative information and
involved in producing media
manipulative media
and information

Quarte Essential Learning Intended Learning Outcomes

Suggested Teaching/Learning Assessment Tasks
Content Standards (ILO)
r Declarative Knowledge Functional Knowledge Students should be able to:
Activities (TLAs) (ATs)
17. Multimedia  Describes the different  Comprehends how  Demonstrate understanding of Teaching/Learning Activities Produce and
Information, and dimensions of multimedia information multimedia media and Discussion evaluates a creative
Media multimedia information and media is/are information, and gain Group discussion multimedia-based
a. Definition, and media formally and informally comprehensive knowledge on Brainstorming presentation
characteristics, produced, organized, how to effectively evaluate them Critique
format and and disseminated  To produce a multimedia-based
types, sources,  Evaluates the reliability presentation anchored on design
advantages and and validity of principles and elements. Input Material/Resources
limitations, and multimedia information  Describe the different computers with presentation
value and media and its/their dimensions of multimedia software, manila papers, board
b. Selection sources using selection information and media. and marker, references and
Criteria criteria  Comprehend how multimedia resources
c. c. Design  Produces and information and media is/are LCD Projector
principles and evaluates a creative formally and informally Laptop
elements multimedia-based produced, organized and Visual Aids
presentation using disseminated Readings
design principle and
elements Output Materials
 Explain the basic steps Produced a creative multimedia

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 involved in producing information and media
multimedia media and
information

Basic Readings Saqueton, Grace M. and Uychoco, Marikit Tara A. English for Academic and Professional Purposes REX Book Store Inc. 2016

Course Assessment To be discussed by the Committee on Grading System

a. Attendance and Class Participation 5%

b. Assignments
c. Written Outputs (Individual & Group)
d. Reporting 45%
e. Quizzes
g. Individual and Group Performance
f. Project 10%
2. Term Examinations 40%
TOTAL 100%

Course Policies Language of Instruction: The language of instruction is English. In the teaching and learning presentation, however, language samples may be in another
language if it is needed to exemplify an activity in this course.

Attendance: The university rule on a 54-hour attendance applies: 20% absence is considered failed or dropped, as the case may be.
There will be no make-up arrangements for oral presentations, hence, the instructor/professor lecture in the absence of the discussant.
Those who cannot come on the examination day are advised to take the test on the day prior to the schedule.

Homework, Written Reports and Reaction Papers: Course requirement must be turned in following the scheduled due dates. If you cannot make it class on
time, give your assessment items to a classmate to submit for you. Failure to submit assessment items and without an adequate excuse (e.g a doctor’s
certificate) will result in a reduced score for that assessment item.

Course Project: A project must be submitted at the end of the semester. Students are grouped and are tasked to create a Video about Media and Information
Literacy using mobile devices available and/or any video editing hardware and software.

14
 Honor, Dress and Grooming Code: You are enjoined to wear the prescribed uniform of the college with your ID worn at all times. Also, respect to
administrators, faculty and staff of the university as well as to your classmates and other students shall be observed. You are mandated to follow all school
policies and regulations.

Deficiencies: Incomplete grades have to be attended to within a year.

Committee Members Cluster Leader: Prof. Perfecto F. Paredes

Members:

Consultation Faculty Member: Christopher B. Pilotin

Schedule Email-address: chris_pilotin@hotmail.com
Consultation Hours: by appointment
Course Title: AY/Term of Effectivity: Prepared by: Recommending Approval: Pages:

MEDIA AND INFORMATION

LITERACY SY- 2018 – 2019 CHRISTOPHER B. PILOTIN Prof. PERFECTO F. PAREDES 14
(MIL) Instructor I Chairperson, LHS

Approved:

Dr. ALEXIS A. ENRIQUEZ

Dean, CTE

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