12

MEDIA AND
INFORMATION
LITERACY
FIRST QUARTER

LEARNING ACTIVITY SHEETS

 MEDIA AND INFORMATION LITERACY

Name of Learner: _______________________ Grade Level & Section: _____________

Track/Strand: __________________________ Score:___________________________

LEARNING ACTIVITY SHEET

HOW COMMUNICATION IS INFLUENCED BY MEDIA AND

INFORMATION
Background Information for Learners

Communication is a natural and inescapable fact of life. This is precisely the reason why you are
thought to learn how to speak, read, write and use it. Communication is a process that involves
transmission of messages, performance of rituals, competing over attention, and reception of
messages as dictated by context and culture. Since 300BC, theorists have developed
communication models in attempts to explain and understand how to improve communication and
rhetoric. As time has passed, we have developed increasingly more complex models to explain
how we communicate. One example is the Berlo’s S-M-C-R Model. Berlo’s model of
communication explains it in four steps: Source, Message, Channel, and Receiver. The unique
aspect of Berlo’s model is that it gives a detailed account of the key elements in each step that will
affect how well the message is communicated:

Source(S): Elements of the source include communication skills of the sender, their attitude and
their culture.
Message(M): Elements of the message include its content, structure and code.
Channel(C): Elements of the channel include the senses of hearing, seeing, touching, smelling,
etc.
Receiver(R): Elements of the receiver include their attitude, knowledge and culture.

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Concepts of Media and Information
Media and Information are necessities of your communicative lives. When you understand and use
various media forms to access information, you consider yourself media literate. An information
literate person, on the other hand, is able “to recognize when information is needed and to locate,
evaluate, effectively use, and communicate it in its formats.” When you are technologically or
digitally literate, you can utilize different “digital technology”, communication tools or networks
to locate, evaluate, use, and create information.” Critical thinking id necessary for discerning the
media source and the kind of information that you use.
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 can 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.

Learning Competency with code:

Describe how Communication is influenced by media and information (Quarter 3, Week 1)
MIL11/12IMIL-IIIa-1
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Activity 1.1

Directions: Based on studies, it is now a fact that citizens of the 21st Century are dependent on
technology. As a technology-inclined citizen, how would you go along a scenario; where, upon
waking up one day, you found no more media, internet, libraries, and cell phones. In addition, all
newspapers and magazines have disappeared while radio stations and TV channels have totally
shut down. Using the given questions below, make an analysis that addresses the problem scenario.
Write your answers in brief and concise sentences.
• How would you be informed of anything now?
• How would you share information and communicate news and events?
• What would happen with the decisions you usually make?
• How would it affect the way you live?
• What would society lose with this kind of problem?
Rubric for Scoring

10 8 6 4
CATEGORY Exceptional Meets Satisfactory Unacceptable
Expectations
Content Answers are Answers are Answers are not Answers are
comprehensive, accurate and comprehensive not
accurate and complete. Key or completely comprehensive
complete. Clear points are stated stated. Key or completely
ideas are clearly and supported. points are stated. Key
stated, explained Sentences have addressed, but points are not
and supported with great word not well addressed.
facts, knowledge choice. supported
and details.
Sentences have
great word choice.
Organization Response is well Organization is Response has Response has
organized, mostly clear and inadequate inadequate
coherently easy to follow organization or organization or
developed, and development. development.
easy to follow Structure of the Structure of
answer is not the answer is
easy to follow not evident.
Creativity Written in an Written in an Written with Has little style
extraordinary style interesting style good style
Grammar/ Virtually no Limited Few misspelled A greater
Mechanics misspelled words, misspelled words, words, number of
punctuation, or punctuation, or punctuation, or misspelled
grammatical errors grammatical grammatical words,
errors errors punctuation, or
grammatical
errors
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 MEDIA AND INFORMATION TECHNOLOGY

Name of Learner: _______________________ Grade Level: __________________

Section:_______________________________ Score:________________________

LEARNING ACTIVITY SHEETS

SIMILARITIES AND DIFFERENCES BETWEEN AND AMONG
MEDIA LITERACY, INFORMATION LITERACY AND
TECHNOLOGY LITERACY

Background Information for Learners

Media and Information Literacy plays an important role in communication and information
dissemination. Media and Information will enable us to access, understand and create
communications in a variety of contexts in the form of accessing, understanding and creating
media and information.

Media and Information play several roles. They:

• act as channels of information and knowledge through which citizens communicate with
each other and make informed decisions
• facilitate informed debates between diverse social actors
• provide us with much of what we learn about the world beyond our immediate experience
• are means by which a society learns about itself and builds a sense of community
• function as a watchdog of government in all its forms, promoting transparency in public
life and public scrutiny of those with power through exposing corruption,
maladministration and corporate wrongdoing
• are essential facilitators of democratic processes and one of the guarantors of free and fair
elections
• are a vehicle for cultural expression and cultural cohesion within and between nations
• function as an advocate and social actor while respecting pluralistic values

Media literacy, information literacy, and technology literacy are all similar in terms of goals. They
all share the common goal of cultivating people’s ability to access, understand, use, evaluate, and
create media messages, information, or content using information technology.

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Definition of Media Literacy, Information Literacy, and Technology Literacy

Media Literacy (UNESCO Media Literacy • This involves understanding and using
for Teachers) mass media in either an assertive or
nonassertive way, including an
informed and critical understanding of
media, what techniques they employ
and their effects.
• The ability to read, analyze, evaluate
and produce communication in a
variety of media forms, e.g. television,
print, radio, computers, etc.

Information Literacy (UNESCO Media • The ability to recognize when

Literacy for Teachers) information is needed and to locate,
evaluate, effectively use, and
communicate information in its various
formats.
Technology (Digital) Literacy (University of • The ability to use digital technology,
Illinois) communication tools or networks to
locate, evaluate, use, and create
information.
• The ability to understand and use
information in multiple formats from
wide range of sources.
• The ability to read and interpret media,
to reproduce data and images through
digital manipulation, and to evaluate
and apply new knowledge gained from
digital environments.

Learning Competency with Code:

Identify the similarities and differences between and among media literacy, information literacy,
and technology literacy. (Quarter 3, Week 2) MIL11/12IMIL-IIIa-2

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Activity 2.1

Directions: Through a poster, illustrate the connection of each of the literacies. Use a short
bond paper for your output. Provide a description or explanation of your output in not less
than 3 sentences.

Rubric for Poster

1 2 3 4
Coverage of the The poster does The poster quite
The poster The poster shows
Topic not include the includes the
includes a good exceptional
central idea of central idea of
amount of ideas understanding of
the topic. the topic. about the topic. the topic.
Use of Graphics Graphics do not All graphics
All graphics are All graphics are
relate to the relate to the
related to the related to the
topic. topic. topic and much topic and
of the poster is everything in the
easy to poster is easier to
understand. understand.
Attractiveness The poster is not The poster is The poster is The poster is
attractive due to attractive but attractive in exceptionally
untidiness. somewhat terms of design, attractive in
untidy. layout, and terms of design,
neatness. layout, and
neatness.

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 MEDIA AND INFORMATION TECHNOLOGY

Name of Learner: _______________________ Grade Level: __________________

Section:_______________________________ Score:________________________

LEARNING ACTIVITY SHEETS

RESPONSIBLE USE OF MEDIA AND INFORMATION

Background Information for Learners

Being involved in social media is a very risky thing. A simple click can cause heavy
problems which may lead to a larger and stressful arguments that may ruin someone’s reputation,
or even someone’s life. Teenagers are more likely to experience this kind of situation. Here are
some tips to avoid this kind of scenario.

Before posting something on the internet, you must think about what will happen next. You
must think about what may happen when you do such thing, consider scenarios and reflect. Never
use social media to destroy one’s image, never hurt someone either. Be careful on giving comments
about other people’s posts. Make sense, social media is used for communicating to your love ones
who are miles away from you, it is not supposed to be used in nonsense things such as bullying,
bashing and making fun of other people’s mistakes. Be literate enough to determine what is good
and what is not.

Be an information literate individual, beware of the information that is spreading all over
the internet, make sure that the source of that information is reliable and be careful in spreading
information’s. Never spread fake news. If you have already committed mistakes, here is what you
must do; be responsible enough to admit your mistakes and apologize wholeheartedly.

According to Callison and Tilley (2006), you are a media and information literate
individual if you can do the following:

• Pose worthwhile questions

• Evaluate the adequacy of an argument
• Recognize facts, inferences, and opinions and use each appropriately
• Deal with situations that have no fixed or unique solutions
• Give and receive criticism constructively
• Articulate a complex position without adding its complexity.

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 There are two factors that can influence you to become a media and information literate
individual.
1. Clarifying your goals and motivations for seeking information. The greater your need,
the more effort you exert to become more selective of the information at your disposal.
2. Acquiring more skills in discerning, appreciating, and filtering information. This
involves being more media savvy and better acquainted with information sources.
Today, media has become important part of our lives and the society as well. On the
positive side, it informs, educates and entertains people. It also helps in reforming, reshaping, and
strengthening society. However, media too, can be a bane. Bane in the sense that, with just a click
it can destroy someone emotionally. Hence, the roles and effects of media cannot be ignored. There
is a need for you to be informed. There’s a need for you to become media and information literate.

Learning Competency with Code:

Discuss responsible use of media and information. (Quarter 3, Week 3) MIL11/12IMIL-IIIa-3

Activity 3.1. Promotional Video

Directions: Create a minimum of two (2) minute promotional video on the "Importance
of Media and Information" and "How to be a Responsible User of Media and
Information". You may use any video editing software that you're comfortable with it.

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 Promotional-Video Rubric
Criteria Very Good Good Fair
5 3 2 Score
Style/Structure Explains the subject Moderately well Information/for
matter clearly and is organized matting is
easy to understand. information and confusing to the
Information/formatting formatting for the audience, lacks
is organized. audience. structure and
cohesion.
Content Holistic Main challenge Does not cover
discussion/interpretation understood by all the
of the issue, discusses audience but lacks components of
current issues and future connection to the issue.
solutions and why it solutions and why
matters. it matters.
Creativity Unique, creative Some elements Ordinary,
elements draw in included predictable
audience, help raise contribute to features,
awareness, and enhance creativity and language, and
the message. raising awareness. ideas.
Impact Video captivates Video is somewhat Video is not
audience. Marketing memorable. memorable/does
plan demonstrates the Marketing plan not draw in
ability to potentially demonstrates viewer.
make a major positive ability to reach a Marketing plan
impact in educating the moderate number does not
community. of people in the sufficiently
community. address how to
promote the
video.
Source:
Video Scoring Rubric, http://dreamingreen.org/wp-content/uploads/2017/12/Video-Scoring-
Rubric-150x92.jpg

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 MEDIA AND INFORMATION TECHNOLOGY

Name of Learner: _______________________ Grade Level: __________________

Section:_______________________________ Score:________________________

LEARNING ACTIVITY SHEETS

THE EVOLUTION OF MEDIA FROM TRADITIONAL TO NEW
MEDIA

Background Information for Learners

In this lesson we need to be informed how technologies evolved from prehistoric age into
digital age, new innovations from the simplest going to complex invention. Without this era, there
are no technologies that we are enjoying right now which will be useful for the next generation.

Traditional to New Media

1. Prehistoric Age- People discovered fire, developed paper from plants and forged
equipment or weapon through stone, bronze, copper and iron.

2. Industrial Age- People used the power of steam, developed machine tools, established
iron production and manufacturing of various products (including books through the
printing press).

3. Electronic Age- People harnessed the power of electricity that led to electrical
telegraphy, electrical circuits and the early large-scale computers (through vacuum
tubes, transistors and integrated circuits). In this age, long distance communication
became possible.

4. New (Digital) Age- People advanced the use of microelectronics in the invention of
personal computers, mobile devices and wearable technology. In this age, the Internet
paved the way for faster communication and the creation of the social network.
Moreover, voice, image, sound and data are digitalized.

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TRADITIONAL MEDIA VS. NEW MEDIA

Traditional Media
• Media experience is limited.
• One- directional.
• Sense receptors used are very specific (i.e. print media-sense of sight, radio –sense
of hearing, TV and film- sight and hearing).

New Media
• Media experience is more interactive.
• Audiences are more involved and can send feedback simultaneously.
• Integrates all the aspects of old media.

You may also watch the “History of Communication” by Volke.com in YouTube.

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

Why Media? What Do Media Do for Us?

Even a brief history of media can leave one breathless. The speed, reach, and power of the
technology are humbling. The evolution can seem almost natural and inevitable, but it is important
to stop and ask a basic question: Why? Why do media seem to play such an important role in our
lives and our culture?

Media fulfill several roles in culture, including the following:

• Entertaining and providing an outlet for the imagination

• Educating and informing
• Serving as a public forum for the discussion of important issues
• Acting as a watchdog for government, business, and other institutions

Thinking more deeply, we can recognize that certain media are better at certain roles.
Media have characteristics that influence how we use them. While some forms of mass media are
better suited to entertainment, others make more sense as a venue for spreading information.

Learning Competency with Code:

Explain how the evolution of media from traditional to new media shaping the values and norms
of people and society. (Quarter 3, Week 4) MIL11/12IMIL-IIIa-4

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Activity 4.1

Directions: On a short bond paper, create a poster depicting your opinion about how
Philippine media evolves and performs its roles and functions in the Philippines which is a
democratic country. (10 points) Explain the message of your poster in not less than 3 sentences.

Rubric for Scoring:

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