Module 4

COURSEPACK STRUCTURE
Module 4
Medial Literacy
Module Learning Outcomes

At the end of the module, the students are able to:
demonstrate an understanding of media literacy and other media literacy-
related concepts.
enumerate the different legal documents related to media information in the
Philippines, including its underlying provisions as guidelines on becoming a media-
literate individual.
synthesize the overall implication of media and information to an individual
(personal, professional, educational, and others) and the society as a whole
(economic, social, political, educational, and others).
integrate media literacy into the teaching and learning process to formulate
intended learning outcomes and design aligned teaching and learning activities
(TLAs) across the learning areas.
Module Lessons
Lesson 1: Definition and Aspects of Media Literacy
Lesson 2: Legal Foundations of Media Information in the Philippines
Lesson 3: Media Information Literate Individual
Lesson 4: Integration of Media Literacy to Teaching and Learning
MODULE 4: MEDIA LITERACY
MODULE OVERVIEW
Hello, prospect educators!
Welcome to Module 4, which is about Media Literacy. This module will help you to
embody essential and fundamental knowledge about the responsibilities of libraries,
archives, and other forms of media in democratic societies, the conditions under which
news media providers can effectively perform those responsibilities, and how to assess
the performed duties by evaluating the content and services they offer.
This module will equip you on upholding your rights as stated on Article 19 of the
Universal Declaration of Human Rights which says, "Everyone has the right to freedom
of opinion and expression; this right includes freedom to hold opinions without
interference and to seek, receive, and impart information and ideas through any media
and regardless of frontiers.”
MODULE LEARNING OUTCOMES
At the end of the module, you should be able to:
✔ demonstrate an understanding of media literacy and other media literacy-

related concepts;
✔ enumerate the different legal documents related to media information in the
Philippines, including its underlying provisions as guidelines on becoming a
media-literate individual;
✔ synthesize the overall implication of media and information to an individual
(personal, professional, educational, and others) and the society as a whole
(economic, social, political, educational, and others).
✔ integrate media literacy into the teaching and learning process to formulate
intended learning outcomes and design aligned teaching and learning activities
(TLAs) across the learning areas.
LESSONS IN THE MODULE
✔ Lesson 1: Definition and Aspects of Media Literacy

✔ Lesson 2: Legal Foundations of Media Information in the Philippines
✔ Lesson 3: Media Information Literate Individual
✔ Lesson 4: Integration of Media Literacy to Teaching and Learning
LESSON 1: DEFINITION AND ASPECTS OF MEDIA LITERACY
INTENDED LEARNING OUTCOME

After this lesson, you should be able to demonstrate an understanding of media
literacy and other media literacy-related concepts.
TIME FRAME: One Week
INTRODUCTION
Due to the advent of technology, the existence of a vast number of websites, the
conduct of various web forums, and the evolution of different social media platforms,
everyone has been exposed to the information explosion. Every day, everyone is
dependent on some information found in the various media. At present, it is our edge to
discriminate the messages from these media to decide what is true or not. Thus, the
question is when we can say that we are media literate or not.
This lesson introduces the nature of media literacy, its relation to information
literacy, its historical evolution, its types, and its sources. Let's go and take a look to know
more about these concepts.
ACTIVITY
Activity 1. LET'S ENUMERATE
Within 5 minutes, list down ten forms of media and media providers that you have
encountered.
Example: Television
1 6
2 7
3 8
4 9
5 10
Activity 2. LET US CHECK
By using the form provided below, think of yesterday. From what you have listed
above, how often do you use those media providers? Within 5 minutes, accomplish the
matrix below. Stipulate the specific media provider (as you have stated above) and how
many minutes or hours you have been engaged with these media.
Daily Interaction Log with Media Provider

Media Provider Number of Hours Spent
Activity 3. LET US CONNECT!!!

By using your response in Activity 1, guess what type of media: Print, Broadcast,
or New Media.
KNOWING TYPE OF MEDIA
Media Provider Type of Media
ANALYSIS
LET US ANALYZE!!!
1. In the 21st century, people are dependent on technology. Imagine that one day, you
wake up and find out that there is no internet, no libraries, cellphones, and television:
1.1. How can you be informed?
1.2. In what possible ways can you communicate and share information with
each other?
1.3. Would it affect your daily life? How?
1.4. Is there any loss in society in this situation? Enumerate.
2. Is Media Literacy similar to Information Literacy? Elaborate.
3. Given that you have witnessed the sinking of Titanic, how would it have been reported
today? How different would it be the channeling information before and today?
4. When do you say that the Media is delivering the right information or not?
ABSTRACTION
Media plays a significant role in society, most notably in the dissemination and
access to information. This is an essential element in the community that serves as a
channel for understanding and creating knowledge in various contexts.
DEFINITION OF MEDIA LITERACY
Abadiano (2018) defined media literacy as the ability to access, analyze, evaluate,
and create media messages of all kinds. Moreover, Hobbs (1998), as cited by Alagata
and Ignacio (2019), defined it as a term used by modern scholars to refer to the process
of critically analyzing and learning to create one's messages in print, audio, video, and
multimedia. It aims to empower citizens by providing them with the competencies in terms
of knowledge and skills necessary to engage with traditional media and new technologies
(Pitagan et al., 2016).
Abadiano (2018) highlighted the different basic concepts related to media. These are:
1. Media constructs our culture.
2. Media messages affect our thoughts, attitudes, and actions.
3. Media uses “the language of persuasion.”
4. Media constructs fantasy worlds.
5. No one tells the whole story.
6. Media messages contain "texts" and "subtexts."
7. Media messages reflect the values and viewpoints of media makers.
8. Individuals construct their meanings from the media.
9. Media messages can be decoded.
10. Media literate youth and adults are active consumers of media.
MEDIA AND INFORMATION LITERACY
Media and information are interrelated and interconnected. Without media,

information may not be delivered in a way we use it to be. Information literacy is defined
as the ability to recognize when information is needed and to locate, evaluate, and
effectively communicate information in its various formats (Pitagan et al., 2016).
Media and information literacy emphasizes to individuals the essentials of the

functions of media and information systems and the way citizens evaluate the quality of
the content. The competencies from media and information literacy instill the provision of
the Universal Declaration of Human Rights under Article 19:
“Everyone has the right to freedom of opinion and expression; this right
includes freedom to hold opinions without interference and to seek, receive, and
impart information and ideas through any media and regardless of frontiers.”
HISTORICAL BACKGROUND OF MEDIA
To better understand the importance of media in society, it is first better to know how
it originated and how it was utilized by men and women before. Cave paintings and books
are some of the earliest forms of communication. Below is some significant and famous
historical timeline of the evolution of media from traditional to new media.
PRE-HISTORIC AGE (3,000 BCE to 1500)
3,000 BCE
✔ Writing is one of the first channels ever used by man.
✔ Since paper is yet to be discovered, stone, bone, and cave carvings were the
means of communication, storage of information, and art expression. Some of
which are:
▪ Wooly Mammoth Tooth in Hungary.
▪ Horse carved out of a pelvic bone.
▪ Chauvet cave dwellers draw on walls.
▪ Ishango bone with complex math problems.
▪ Spain's Altamira caves with red and black drawings of bison and deer.
▪ Finger drawings on clay walls in Koonalda Cave, Australia.
Ishango Bone
2,000 BCE
✔ Manuscript existed. This is any document written by hand. These are produced
when the time paper is discovered. This was used basically for educational
purposes.
1,500 BCE
✔ Cuneiform was used as a system of writing done by Sumerians.
Cuneiform
200 BCE
Mailing Service during 200 BCE
✔ Mailing service was widely used using horses to channel the message with distant
receivers. This is the time when courier service became a profession.
INDUSTRIAL ERA (1400 to 1800)
Tsai Lun, the Creator of Paper
1400
✔ Tsai Lun invented paper. This rapidly improved the experiences in communication.
This opens opportunities in the production of books, letters, and other tools.
1450
✔ The printing press was developed. This invention made the production of books,
letters, and messages faster and more efficient.
1500
✔ The typewriter was invented. It is an electromechanical machine used by writers
for art and literature. This was also used to develop a letter used for
communication.
The oldest typewriter
1598
✔ The magazine was produced and used by people in society to get connected with
other forms of the community.
1600
✔ The Telegraph was invented. This is a device that allows the transmission of the
information by using coded signals. One famous code maker telegraph is the
morse code.
Telegraph Using Morse Code
1620
✔ Newspapers were published. This is used to spread news and information about
current issues, politics, sports, and many more.
One of the first newspapers published.
ELECTRONIC AGE (1800 to 1970)
1849
✔The telephone was invented. This is a telecommunication device that allows

conversation of two or more users very far from each other.
1849
✔The telephone was invented. This is a telecommunication device that allows

conversation of two or more users very far from each other.
Antonio Meucci, an Italian immigrant, began

developing the design of a talking telegraph
or telephone in 1849
1849
✔ Films were reproduced. This is still a form of communication in the way of

portraying characters and stories.
1895
✔ Radio was developed.
1902
✔ Satellites were launched to outer space. This is a channel for communication and
transmits information from the outer earth.
1938
✔ Computers were invented.
1958
✔ Video Tapes were widely used. This is a storage of audio – recorded information.
INFORMATION AGE (1971 to 2017)
1972
✔ Mass media were used. These are diversified collections of media technologies
that provide mass communication in a broader audience.
1990
✔ The Internet was introduced. This is a global system of interconnected computer

networks.
1991
✔ Phones were introduced.
1992
✔ Websites were opened.
2000
✔ Social media were introduced to the public.

2003
✔ A video call was introduced.
2010
✔ There was the introduction of new computer products and services. Of which are:
▪ Android version 2.1 is released.
▪ Adobe Photoshop CS5 (12.0) is released.
▪ Android version 2.2 (Froyo) is released.
▪ Apple introduces the iPhone 4.
▪ Android version 2.3 (Gingerbread) is released.
2011
✔ There was the introduction of new computer products and services. Of which are:
▪ Apple introduces the iPhone 4s.
▪ Android version 4.0 (Ice Cream Sandwich) is released.
▪ Samsung first releases the Galaxy Note smartphone.
2012
✔ Facebook officially crosses the one billion active mark.

✔ Pinterest is made available to everyone.
✔ This is famous for the "end of the world" prediction; however, the video Gangnam
style hit over 1 billion views on YouTube.
2013
✔ Sony officially replaced the PS3 gaming console with PlayStation 4.

✔ Microsoft discontinued Messenger in favor of Skype.
2014
✔ Reddit reaches 170 million registered users.

✔ Microsoft announces the next version of Windows, which will be called Windows
10.
✔ Apple introduced the new iPhone 6, iPhone 6 Plus, and Apple Watch.
✔ Android version 5.0 (Lollipop) is released.
2015
✔ Microsoft releases Windows 10.

✔ Android version 6.0 (Marshmallow) is released.
✔ YouTube Red is released.
2016
✔ Google released Android version 7.0 (Nougat).

✔ Apple announces the new iPhone 7 and iPhone 7 Plus.
2017
✔ Apple introduces the iPhone 8, iPhone 8 Plus.
Present
✔ New media were introduced and empowered. This is in the form of:
▪ Feeds
▪ Blogs
▪ Vlogs
▪ Podcasts
▪ Webcams
▪ Community portals (e.g., Facebook, Twitter, Instagram, etc.)
PHILIPPINE MEDIA HISTORICAL TIMELINE
Like any other media history, the Philippine Media began from the primitive era in the
form of carvings and historical writings.
1811. Newspapers, Books, and Magazines in the Philippines
✔ Del Superior Gobierno was the first newspaper established in 1811.
1889. La Solidaridad
✔ La Solidaridad was the most popular nationalistic newspaper in 1889.
1890. The First Telephone System
✔ The country's first telephone system started its operation.
1897. Short Films in the Philippines
✔ Carlo Noquera, a Spanish soldier, brought short films in Spanish – language.
1898. The Manila Times
✔ The Manila Times was established, and it is one of the long-running newspapers
in the country today.
1922. The Radio Station in the
Philippines.
✔ Electrical Supply Company began operating its product demonstration media with
a small radio station owned by American businessman Henry Herman.
1940. Comics in the Philippines
✔ The Americans brought the nature of comics in the country and began to be loved
by Filipinos.
1990. The Manila Bulletin
✔ The Manila Bulletin was established and one of the long-running newspapers of
today in the country.
1994. The Local Online Media
✔ The Philippines officially connects with the world of the Internet. Mosaic
Communications launched the first commercial internet service provider.
Today, Filipinos are highly interactive with social media platforms and other online
media. Others have urged the benefit of vlogs, blogs, Youtube channels, and Facebook
Fan Pages.
TYPES OF MEDIA
Media are classified as either physical media and mechanical media. Physical
Media is described in a way that the one who is talking can be heard, and even the body
language and postures can be seen. This can be in the form of large meetings,
department meetings, and viral communication. On the other hand, mechanical Media
is described as a media of communication in written or electronic. These can be in the
form of e-mail, weekly letters, personal letters, billboards, magazines, and social media.
Media are categorized as print media, broadcast media, and new media.
Print Media is composed of newspapers, community newsletters, magazines, and

other articles or information published and made available to the public in print.
Broadcast Media is a platform in which audio or video content is distributed to the
audience using radio waves.
New Media means the convergence of the different media platforms. This is in the
way of digital technology to create synergy. An example of this is when Facebook
converges with YouTube so that FB could play videos. Artists and celebrities are engaged
in YouTube Channels, and others have created their channels as their means of
business. Moreover, social media platforms now have been an avenue for selling and
buying.
SOURCES OF MEDIA AND INFORMATION
There are many outlets to search for media and information. These platforms depend
on the type of information or media you will be utilizing.
For students who need academic information for their assignments and reports,
Google is the most popular information platform. By making use of keywords, Google will
give you millions of related topics.
However, searching for reliable information does not need only one context. The
validity of the data depends on the source, and not all sources of information provide
reliable information. This way of looking into different sources of information is very
significant to students who have research subjects. Most notably, the recency of the
information is a plus factor.
Abadiano (2018) emphasized the following items considered in accessing information

to ensure its reliability. These are:
1. Newspapers and magazines usually have an editor who checks the reliability of
the information, but often not experts.
2. Scholarly journals take months to publish because other experts review articles in
the field, and all information is checked.
3. Books and Reference sources involve large editorial groups of experts, and large
publishers' reputation is essential to maintain. Beware, there are also predatory
books.
Moreover, citizens easily retrieve information basically from the Internet or web
resources. Apart from that, these media providers are full of information; these also the
platform which updates theories and information rapidly. Now, you show you know the
following domains on the Internet.
Domain Country
.ph Philippines
.om Oman
.ca California
.uk United Kingdom
.au Australia
.sg Singapore
Domain Names (URL) Implication

.com Commercial (or blogsite)
.co Commercial
.org Organization
.gov Government
.edu Education
.ac Academic education
.net Network
Abadiano (2018) enumerated the different aspects when one is evaluating

information sources for reliability.
a. Audience. This refers to the characteristics of the audience. This pertains to age,
educational affiliation, sex, etc. Moreover, it is essential to assess whether this
information is for a person with in-depth knowledge or a layperson in evaluating
sources.
b. Authority. This refers to someone who wrote or who published the information. It
is essential to note who the author is and rest assured that you know his or her
credentials or even his or her contact information.
c. Bias. This refers to assessing the information in terms of its objectivity. Make sure
that the information presented or to be retrieved within the organization's purpose.
d. Currency. This refers to the recency or the trend of information. Before retrieving
information, it is necessary to assess when the work was published, when it was
last updated, how old this work is, how current it was, or the links of this
information work.
e. Scope. This refers to the content, whether it is unique from the other sources or
not.
APPLICATION
LET'S DIFFERENTIATE!!
Directions: Compare and contrast media literacy and information literacy. Do it in

bullets.
LET'S SHARE!!!
Directions: This is a limited essay. Share your insights and feelings on how the media
affects our lives every day. Do this in 50 - 100 words only.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________.
LET'S SYNTHESIZE!!!
Directions: Retrieve any media and information provider like a newspaper or book or
any research journal. You may retrieve information directly from any broadcast media like
watching the news on the television or listening to radio. Evaluate the material by giving
answers to the empty cells provided below.
Selection Description or Student Response

Criteria Indicators
Reliability ▪ Essential details of
the piece of
information.
▪ Can these pieces of
information be
verified? How?
▪ Is this information
correct or not? Why
or Why not?
Accuracy ▪ Can these facts be
measured?
▪ Was the information
objectively written?
▪ How do you feel
about the manner
of how the
information is
written?
Value ▪ Is the article
valuable? Why or
Why not?
Authority ▪ Who wrote the
article?
▪ What is/are the
credentials/s or
information about
the author?
▪ Are sources
properly cited?
Timelines ▪ When was the
s article written or
published?
▪ Is there any
possibility that the
information written
or published be
changed?
▪ If yes, how would it
affect the
generalization of
the information?
CLOSURE
Good job! You are done with the first lesson of the 4th Module. Make sure to
remember those concepts.
The next lesson of this module is about the Legal Foundations of Media
Information in the Philippines. Happy learning!
LESSON 2: LEGAL FOUNDATIONS OF MEDIA INFORMATION
IN THE PHILIPPINES
INTENDED LEARNING OUTCOMES

At the end of the lesson, you should be able to enumerate the different legal
documents related to media information in the Philippines, including its underlying
provisions as guidelines in becoming a media-literate individual.
INTRODUCTION
Due to the rapid development of information and technology, citizens are highly
engaged in any media platform. People become more expressive and reactive, most
notably to some societal issues. Upholding the right to express, be informed, and other
media-related rights, it is essential to note that one's right ends when one's rights begin.
This part of the module will discuss the different legal foundations of media and
information.
ACTIVITY
ON THE SPOT!
Directions: Watch any news or article from any media and information provider (like
Facebook, YouTube, etc.). News or articles shall be related to copyright/plagiarism,
cyberbullying, computer addiction, and press freedom. Use the following guide questions
indicated below.
ITEMS STUDENT RESPONSE
Title of the Information/
Content
Date Published or Written
Who is the Media/
Information Provider?
Abstract of the
Information
From your perspective,

was the information
reliable? Why or Why
Not? (Use the indicators of
evaluating the reliability of
information source)
PICTURE ANALYSIS!!
Directions: Below are some photos that illustrate some issues in society today.
Analyze the picture and share what your insights into this matter are.
1. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________.
2. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________________________________.
3. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________________________________.
ANALYSIS
LET US ANALYZE!!!
1. As 21st century learners, have you tried to report in a subject by copying and pasting
ideas from the Internet? Have you cited the author/s? Why or Why not?
2. Have you been bashed by posting issues or feelings on any social media platform?
What did you do?
3. How often do you make posts or updates on social media platforms (Facebook,
Twitter, and Instagram)?
4. Have you reacted to someone's post? In what way?
5. Have you been blocked from using media – information providers?
6. Have you known your rights about the media and information?
ABSTRACTION
CONSTITUTIONAL AND LEGAL SYSTEMS
Freedom of Expression, Privacy, and Information
Article 19 of the UDHR guarantees and provides the right to freedom of expression.
As quoted:
1. “Everyone shall have the right to freedom of opinion.”

2. "Everyone shall have the right
to freedom of expression; this
right shall include freedom to
seek, receive and impart
information and ideas of all
kinds, regardless of frontiers,
either orally, in writing or print,
in the form of art or through
any other media of his choice."
Freedom of expression is also guaranteed to be protected under different regional

human rights instruments like:
1. Article 10 of the European Convention on Human Rights;
2. Article 13 of the American Convention on Human Rights; and
3. Article 9 of the African Charter on Human and People's Rights.
Freedom of expression is also protected under the Philippine constitution, as stated

in Article 3 Section 4 of the 1987 Philippine Constitution, including privacy (Section 3),
and the right to information (Section 7). Moreover, it was a constitutional mandate on
Article VI Section 11, limiting media ownership to "citizens of the Philippines, or to
corporations, cooperatives or associations wholly owned and managed by such citizens."
Thus, on the same provision, Congress has given the legislative powers about approval
or granting media franchises, which is following the public interest.
Freedom of expression has a constitutional guarantee as well under Article III Section
7, which highlights that access to information is a right crucial to an informed and free
press. As stated in 1987 Philippine Constitution Article II on the Declaration of Principles:
“…. The state adopts and implements a policy of full public disclosure of
all its transactions.”
Laws Regulating Print Media
Republic Act No. 2580 passed in 1916 through the Philippine Legislature. It
provides requirements "for the publication and recording in the Bureau of Posts of the
names and post office addresses of editors, publishers, managers, owners, and
stockholders of newspapers in a sworn statement. Failure to comply with this requirement
results in a denial of mail privileges to the offending publication.”
On the other hand, Republic Act No. 8047 institutionalized the Book Publishing
Industry development and the formulation and implementation of the National Book Policy
and a National Book Development Plan. It stipulated in the policy the provision in
promoting the development of the book publishing industry to ensure a supply of
affordable books for both the domestic and the export market.
Also, Republic Act No. 7079 created the Campus Journalism Act, which recognized
the vital role of campus press freedom.
Laws Regulating Broadcast Media
As specified in Executive Order No. 546 issued July 23, 1979, all radio/ broadcasting
companies in the Philippines shall be required to have certificates of public convenience
and necessity from the National Telecommunications Commission (NTC). Under the
Philippine Constitution Article XII Section 11, broadcasting companies are mandated to
apply for a franchise to the House of Representatives.
On the other hand, Movie and Television Review and Classification Board (MTRCB)
was institutionalized under Presidential Decree 1986 on October 5, 1985. This provides
power to MTRCB “to review and approve all publicity materials for motion pictures and
television programs.” Moreover, on the same provision, the Board is tasked to
disapprove/approve or delete parts of the material for the following reasons:
(1) Objectional for being immoral;
(2) Contrary to the law and good customs;
(3) Detrimental to the prestige of the Philippines and its people; or
(4) We are encouraging the commission of an act of violence, a crime, or of any
wrong.
AGE
MTRCB RATING RESTRICTIONS VOICE OVER
Allowed to 13
“Ang susunod na programa ay Rated “PG”. Ito
years old (as
ay nangangailangan nang patnubay at gabay
permitted
ng magulang para sa mga batang manonood.”
minimum age)
“Ang pelikulang ito ay rated “R-13”. Maaaring

may tema, lenggwahe, karahasan, nudity,
13 years old
sekswal, katatakutan, at droga, na hindi angkop
and above
sa may edad a mababa sa labintatlong (13)
taong gulang.”
Allowed to 13
years old (as “Stritkong patnubay at gabay ng magulang ang
minimum kailangan. May maseselang tema, eksenang
allowed age) karahasan, droga, lenggwahe, sekswal at
with reliable katatakutang maaring hindi angkop sa mga
parental batang manonood.”
guidance
16 years old
and above
sa may edad a mababa sa labinanim (16) na
taong gulang.”
18 years old
and above
sa may edad a mababa sa labing-walong (18)
taong gulang.”
Ang susunod na program ay rated “G”/ Ito ay

For all ages.
puwede sa lahat ng manonood.”
INTELLECTUAL PROPERTY CODE OF THE PHILIPPINES (RA 8293)
Republic Act No. 8293 institutionalized the intellectual property code of the
Philippines and established the intellectual property office. As stated in Section 2,
"The State recognizes that an effective intellectual and industrial property

system is vital to the development of the domestic and creative activity,
facilitates the transfer of technology, attracts foreign investments, and
ensures market access for our products. It shall protect and secure the
exclusive rights of scientists, inventors, artists, and other gifted citizens to the
intellectual property and creations, particularly when beneficial to the
people…"
As discussed in the same document, intellectual property rights consist of

copyrights and related rights, trademarks and service marks, geographic indications,
industrial designs, patents, layout designs of integrated circuits, and protection of
undisclosed information.
DATA PRIVACY ACT OF 2012 (RA 10173)
On August 15, 2012, President Benigno S. Aquino III signed for approval the
institutionalization of RA 10173 or known as the Data Privacy Act of 2012. As stated in
Section 2,
"It is the State's policy to protect the fundamental human right of privacy,
of communication while ensuring the free flow of information to promote
innovation and growth. The State recognizes the vital role of information and
communications technology in the nation-building and its inherent obligation to
ensure that personal information in information and communications systems
in the government and the private sector are secured and protected."
This law encompasses the provisions on the following:

(1) Rights of the data subject;
(2) Transmissibility of rights of the data subjects;
(3) Right to data portability;
(4) Non-applicability;
(5) Security of personal information; and
(6) Underlying penalties for violation of the said law.
LEGAL & ETHICAL ISSUES
Internet Etiquette – 10 Rules of Netiquette (Abadiano, 2018)
1. When typing, never write in all capital letters. This means shouting.
2. Don't plagiarize. Recognize the owner of the idea or concept or thought.
3. Use proper quotes and always use the whole quote. Do not trim down the
retrieved quotes.
4. Don’t gossip and keep personal information personal. Never tell unverified
stories. Check first its veracity.
5. Don't steal those photographs off the web. Remember, they are copyrighted.
6. Watch your language.
7. Be patient with internet newbies. Remember, they are learning.
8. No spamming.
9. If you are using a header, make sure your header pertains to the header.
10. Avoid overuse of emoticons. This may irritate people.
Issue on Plagiarism
Plagiarism uses someone else's words or ideas and passes them off as your own
(Faltado et al., 2016). Additionally, it is defined as stealing the work of another and
claiming it as one's own (Amorado & Talili, 2017). As cited by Roig (2002), the most
recognized intellectual crime and the most severe violations of the contact between the
reader and the writer is plagiarism. It is significant to be reminded that intellectual rights
are protected by law under RA 8293 or the Intellectual Property Code of the
Philippines.
Since plagiarism is an anticipated problem every

researcher faces, then the art of ethics is to analyze written
manuscripts/articles and detect plagiarism ideas or assess the
similarity index using online software called Turnitin. However,
manual checking can be done, as well. For example, for
undergraduate research, the research adviser shall see to it that
the literature of the manuscript has been written and appropriately cited. Some students
are citing authors in the content, however not mentioned or included in the reference
page. In this case, plagiarism is committed.
To prevent plagiarism, a researcher must see to it that again, the paramount importance
in research is its INTEGRITY. Make sure that authors are correctly cited and credited and
make sure they do not forget to paraphrase.
APPLICATION
LET US INVESTIGATE!!!
Directions: Below is one trending issue related to copyright and plagiarism. If given
time, watch this issue by visiting the link provided. For those students with no internet
access, read the news excerpts attached to this module. Provide analysis in each of these
cases.
ISSUE: “UP GRADUATE STUDENT PLAGIARIZES PRIZE-WINNING

PHOTOS”
LINKS: https://www.youtube.com/watch?v=HptWz86Fve0
https://www.youtube.com/watch?v=o2d19a5FQH0
https://www.youtube.com/watch?v=Gbmn-fWkZ6Q
Mark Joseph Solis: Plagiarized Prize-Winning Photos
Mark Joseph Solis, an alumnus of the

University of the Philippines - the
country's premier state university -
admitted to passing off as his own a
photograph that won the Smiles for the
World Calidad Humana contest
sponsored by Roberto Mayorga,
Ambassador to Manila of the Chilean
Embassy.
Solis is a political science
alumnus of UP and is currently taking up
his Masters in Public Administration at
the National College of Public Administration and Governance. The website of the
International Association of Political Science Students said Solis is a legislative staff of Senator
Pia Cayetano. Still, Senator Pia already tweeted that Solis was just a probationary staff
employed for only three months and is no longer connected with her office.
Solis was awarded $1,000 and round trip tickets to Chile and Brazil last September 18,
Chile's National Day celebration, at the Cultural Center of the Philippines.
Social Entrepreneur Gregory John Smith, the real owner of the photograph, revealed
how "an impostor... abused my copyright." The photo belonged to the Children at Risk
Foundation, which he founded.
What is more shocking was that this was not the first time that Solis entered contests
using photos he doesn't own.
Source: http://www.wazzuppilipinas.com/2013/09/mark-joseph-solis-plagiarized-prize.html
CASE ANALYSIS:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________.
RUBRICS:
LEVELS OF ACHIEVEMENT
CRITERIA Completely Slightly Inadequate Competent Excellent
Inadequate (2 points) (2.5 points) (3 points)
(1.5 points)
Problem Fails to identify the Some difficulties in Some success Accurately identifies
Identificati main ethical issues; identifying the main identifying the main main ethical issues;
on Does not explain why ethical issues; some ethical issues; Shows a good
different approaches problems Shows some understanding of why
may be taken to this understanding why understanding of different approaches
problem and why different approaches why different may be taken to this
stakeholders may may be taken to this approaches may be problem, and why
disagree. problem and why taken to this stakeholders may
stakeholders may problem and why disagree.
disagree. stakeholders may
disagree.
Providing Fails to provide any, Some difficulties in Some success in Accurately identifies
empirical or accurate empirical identifying sufficient making sufficient sufficient and relevant
information information make or relevant and relevant empirical information,
and use of empirical claims with information; empirical claims and and draws on support
sources no evidence to back insufficient support providing adequate from adequate and
them up; They use for empirical claims support for them reliable sources.
no or inappropriate from reliable from a reasonable
sources. sources; us of few or number of reliable
somewhat sources.
inappropriate
references.
Engages Fails to discuss a Discusses a minimal Some success in Successfully
with an range of appropriate range of appropriate discussing a range discusses a range of
appropriate values that might be values that may be of appropriate appropriate values
range of at stake (e.g., justice, at stake eg, justice, values might be at that might be at stake
value suffering, privacy, suffering, liberty, stake (justice, (e.g., justice,
concerns liberty, naturalness). privacy, suffering, liberty, suffering, liberty,
naturalness). privacy, privacy, naturalness)
naturalness)
Open- Assumes essential The essential Sufficient reasons to Essential position
minded position without position is only support essential effectively justified;
and fair arguing for it; shows partially defended; position; no biases fair presentation of
discussion obvious bias; is some biases are evident; no others' views;
unfair in argument; evident; occasional unfairness in charitable
sets up straw man unfairness in argument; no interpretation of
arguments. argument tends to caricature of others' others' arguments.
caricature others' arguments
arguments.
Thinking Complete lack of Insufficient degree of Some degree of Engages critically with
critically critical thinking about critical thinking critical thinking sources and
about own sources and about sources and about sources and arguments used, and
and others` arguments used; arguments used; arguments used; offers plausible
views doesn't offer an considers limited some objections to objections to his or
objection to own objections to own own argument. her case.
argument. argument.
Makes an Fails to make an The argument is A coherent A bright and
appropriate argument at all; fails weak and difficult to argument is present; rigorously developed
argument to make an ethical follow; the argument the argument makes argument is present;
argument; argument doesn't draw on an ethical case and the argument directly
fails to answer the ethical ideas; some addresses the addresses ethical
prompt; no creativity disassociation prompt; some questions and
is expressed. between prompt and creativity is responds to the
response; little expressed where prompt; the case
creativity is relevant. displays creativity
expressed. where relevant.
Writing Poor spelling and Some spelling and Few grammatical or Consistently uses
Quality grammar throughout. grammar errors. spelling errors. correct grammar with
Writing is barely Does not express Ideas are expressed rare misspellings.
coherent. There is no opinions or ideas reasonably clearly. Expresses ideas
indication of the clearly. Only vague Some guidance as clearly and concisely.
argument or how the guidance as to how to what the Clear guidance is
case study analysis the case study argument will be given as to what the
will be structured at analysis will be and how the case argument will be and
the beginning of the structured at the analysis will be how the case study
analysis. beginning of the structured at the analysis will be
analysis. beginning of the structured at the
analysis. beginning of the
analysis.
Source: https://www.onlineethics.org/File.aspx?id=31203&v=859a7ffb
CLOSURE
Good job! You are done with the second lesson of the 4th Module. Make sure to
The next lesson of this module is about the Media and Media Information literate
Individual. Happy learning!
LESSON 3: MEDIA INFORMATION LITERATE INDIVIDUAL

At the end of the lesson, you should be able to synthesize the overall implication
of media and information to an individual (personal, professional, educational, and others)
and the society as a whole (economic, social, political, educational, and others).
INTRODUCTION
Hello, prospective teachers! Have you ever tried to describe yourself as media
literate? Or shall we say, is making and integrating media to your teaching and learning
process a sign or an indication of being a media literate? Now, in this lesson, we will know
if we are mediate literate or not. Indicated in this lesson are some of the relevant findings
of research that are essential to our objective.
ACTIVITY
TALK AND REFLECT
Digital natives are described as individuals born in the digital age, while digital
immigrants are defined as individuals born before the widespread existence of digital
technologies. Thus, as prospective teachers, we know that there are existing gaps in the
skills in utilizing media technology between digital natives and immigrants.
Instructions:
You are instructed to do following the mechanics:

1. Interview one (1) teacher who is a digital native and one (1) teacher who is
characterized as a digital immigrant.
2. Interviews may be done face to face or online. Teachers within the community are
highly encouraged as your participants.
3. Ask them about their struggles and coping mechanisms in media technology
utilization in the teaching and learning process.
4. Make sure to record your interview using an audio – recorder or takedown
transcripts. Allow the participants to sign the transcript.
5. REMEMBER: Ask consent first before doing or conducting the interview. By
signing the transcript, he or she agrees to utilize his or her responsibility for this
course.
Questions to be answered:
1. What are the challenges encountered by a teacher who is a digital native and
digital immigrant?
2. How do they cope with these challenges?
3. What are your insights as prospective teachers regarding their experiences in
integrating media technology into the teaching and learning process?
ANALYSIS
LET US ANALYZE!!
1. How would you classify yourself: a digital native or a digital immigrant?
2. How can you describe a media, literate individual?
ABSTRACTION
It has been known that being able to read and write is a form of literacy. However,
to be a literate person in the 21st century, reading and writing alone will not suffice. They
are only two of the traditional literacies. Due to the advent of technology, new literacies
should be embraced to proactively engage in the different issues of life. One of these is
media literacy. Now let us take a look at the concepts on how to become a media literate
individual.
Abadiano (2018) defined media literacy "as a means of understanding and using
mass communication media in a pro-active, non-passive, and assertive way." It is
considered a fundamental life skill essential for a vigorous democracy. Moreover, he
defined a media literate person as the one who effectively and efficiently comprehends
and uses mass communication technologies to access, analyze, evaluate, produce, and
distribute information in a variety of means.
Measuring media literacy and its effectiveness is one of the challenging tasks in
education nowadays. Teaching and learning are integrative to the use of media
technology, either offline and online. Thus, researchers have created synergy for
themselves to investigate relevant facts and theories which could help assess media
literacy and to know the indicators and dimensions of being media literate individuals.
Eristi and Erdem (2017) conducted a study on the development of a media literacy
skills scale. This aims to develop a reliable and valid scale to identify the levels of media
literacy skills. After their inquiry, they have revealed, based on their findings, that there
are four (4) dimensions in media literacy. These are Access, Analyze, Evaluate, and
Communicate.
This involves locating and using appropriate media tools (Hobbs,

2010).
Access
This means reaching the targeted information via these tools and
comprehending the contents (Jolls, 2008).
Analyze Analyzing symbolic texts underlies media literacy (Livingstone, 2003).
This is a process to complete the analysis phase and skill to make
Evaluate judgments about the quality or the value of media content (Eristi and
Erdem, 2017).
Communicat This comprises the ability to create media messages and share them
e with other people (Schmidt, 2013).
The European Charter for Media Literacy, as cited by Bachmair and Bazalgette
(2007), stipulated seven competencies in becoming a media literate Individual. He or she
should:
✔ Use media technologies effectively to access, store, retrieve and

share content to meet their individual and community needs and
interests;
✔ Gain access to, and make informed choices about, a wide range
of media forms and content from different cultural and institutional
sources;
✔ Understand how and why media content is produced;
✔ Analyze critically the techniques, languages, and conventions

used by the media, and the messages they convey;
✔ Use media creatively to express and communicate ideas,

information, and opinions;
✔ Identify, and avoid or challenge, media content and services that

may be unsolicited, offensive or harmful; and
✔ Make effective use of media in the exercise of their democratic
rights and civic responsibilities.
What is Media Literacy Not? (Alata & Ignacio, 2019)
Alata and Ignacio (2019) stipulated the different indications that you are not media
literate. This happens when you are:
✔ Criticizing the media. However, being media literate sometimes

requires that one indeed criticize what one sees and hears.
✔ Merely producing media. However, part of being media literate is

the ability to create media.
✔ Teaching with the media. An education in media literacy must also

include teaching about media.
✔ Viewing media and analyzing it from a pure perspective. True

media literacy requires both the ability and willingness to view and
analyze media from multiple positions and angles.
Always remember that being media literate means watching carefully and
thinking critically.
APPLICATION
SEARCH AND KNOW!!!
Directions: Using the Media Literacy Skills Scale adopted from Eristi and Erdem
(2017), survey your neighborhood. Make sure that your participants are using/ accessing
any kind of media. REMEMBER: Get informed consent from the participants before you
conduct the study and inform them that data will be utilized for the purpose only of this
course. This questionnaire aims to assess the media literacy skills of an individual.
1 – Strongly Disagree
2 – Disagree
3 – Neutral
4 – Agree
5 – Strongly Agree
ITEMS 1 2 3 4 5
1. I can effectively use various media tools to access the information,
audio, image, or other data that I need.
2. To access the information or data I need, I can functionally use
different search engines and databases.
3. I question the media contents that I examine concerning the
purposes they were constructed and shared for.
4. I question whether there is an implicit meaning and purpose or not
in the messages communicated via media tools besides explicit
definition and objectives that readers perceive immediately.
5. I can identify vicious and harmful media contents, and I can protect
myself from this kind of material.
6. I can evaluate media contents or messages in the media in terms
of ethical principles and judge them.
7. I can evaluate the possible consequences if I share messages that
contain unreal and purposeful information and images that belong
to other people and require permission to share.
8. Using media tools and platforms, I can arrange activities such as
digital campaigns, discussion forums, and blogs to find solutions
to various problems or generate social sensitivity for a particular
issue.
Get the average in each item, and the overall item. To describe the media literacy
skills of the participants, the following range of means shall be used:
RANGE OF MEANS DESCRIPTIVE MEANING
1.00 – 1.79 Media literacy skills are perceived as very low.
1.80 – 2.59 Media literacy skills are perceived as low.
2.60 – 3.39 Media literacy skills are perceived as neither low
nor high.
3.40 – 4.19 Media literacy skills are perceived as high.
4.20 – 5.00 Media literacy skills are perceived as very high.
CLOSURE
Good job! You are done with the third lesson of the 4th Module. Make sure to
The next lesson of this module is about the integration of media literacy to
teaching and learning. Happy learning!
LESSON 4: INTEGRATION OF MEDIA LITERACY TO TEACHING AND LEARNING

At the end of this lesson, you should integrate media literacy to the teaching and
learning process by formulating intended learning outcomes and designing aligned
teaching and learning activities (TLAs) across the learning areas.
INTRODUCTION
Hello, student-teachers. Now, we will be discussing certain concepts on how to
integrate media literacy into teaching and learning. As teachers someday, it is part of our
responsibility to engage our students in different media platforms and tools, which could
significantly contribute to their becoming media literate. We will integrate this new literacy
to our learning outcomes, teaching and learning activities, assessments, and evaluations.
Now, let us learn together on how media literacy can be integrated into the teaching
process.
ACTIVITY
LOOK AND LIST DOWN!!!
List down all media-technology you have and indicate each of their usability for your
learning.
MEDIA/TECHNOLOGY/TOOL USABILITY
ANALYSIS
LET US THINK!!!
1. Given the limited resources inside the classroom and at home, especially in this
pandemic, what possible media or technology do teachers use to deliver the
instruction?
2. Given now that students are mandated to stay at home, how should the media be
integrated into teaching and learning?
3. Provide at most three learning outcomes with indicated teaching and learning
activities where media literacy is integrated.
ABSTRACTION
Many experts have shown their support in promoting media literacy with the
teachers and teacher educators integrating it into the school curricula and programs.
Cortes (2000) stressed that,
“multicultural education is taught through the media: "That enveloping

media multicultural curriculum guarantees that school educators do not have
the power to decide if multicultural education will occur. It will...through the
media, even if not in schools. Rather, school educators can only decide
whether or not they will consciously participate and how they will participate in
the inevitable process of teaching and learning about diversity.”
Given many challenges to media literacy education like unavailability of devices to

learners, slow internet connection, and deficient technological skills, it is a challenge for
the teacher to integrate the philosophy and principle of media literacy to his or her
teaching and learning activities. However, media covers all forms from print media to new
media. Thus, it is now an opportunity for the teachers to become more resourceful for him
or her to provide meaningful learning experiences to his or her learners.
Canada's Center for Digital and Media Literacy enumerated different tips on
integrating media literacy in the classroom as follows:
Exploit “teachable moments.” When students have free time, take an

opportunity to listen to what they're talking about. Most likely, it's related to the
media they watch, play, and listen to! Breaking news stories, blockbuster movies,
and celebrity meltdowns are all great opportunities for media analysis.
Give students a chance to create media, not just analyze it. Although
there's more to media education than just creating media, this is a vital part.
There's no substitute for hands-on experience to help kids understand how things
like editing and music can influence the way a movie or TV show affects us
emotionally. Camera phones, storyboards, and even magazine collages are
affordable and accessible options for bringing media production into
your classroom.
Start and end with the key concepts. Media education, and the media
world, can be overwhelming when you start to analyze it. By always returning to
the fundamental concepts of media literacy, you can keep from getting sidetracked
as you analyze media products or cultural artifacts.
Recognize that kids – and adults – enjoy media. It's essential not to take
a negative approach to media education. Teach the kids that critiquing is not
necessarily the same thing as criticizing. We can identify and talk about
problematic issues in the media we love without losing our enjoyment of them.
Don't forget to look at positive examples when discussing gender, stereotyping,
etc.
Teach about the media, not just with the media. It’s not enough to use
media in your classroom unless students are learning about media as well. Any
time you're using media in the school, look for a media education opportunity: for
instance, if you're showing the movie version of a play or book, have students
analyze the differences between the two using the key concepts. How are the
commercial considerations of a movie different from those of a book or a play?
What technical differences change how the story is told? How are the expectations
of a movie audience different from those of a game or a book? How are the film-
makers' values and assumptions similar to or different from the original author's?
How do all of these differences affect the explicit or implicit meaning?
Make media education about asking questions, not learning answers.

Even though you may feel strongly about an issue or a media product, give your
students room to draw their conclusions. This is especially important when you're
dealing with issues such as stereotyping or body image, where your students (and
you!) likely already have strong opinions: you need to model the practice of
keeping an open mind and using critical analysis, not your emotions, to lead you
to a conclusion.
Fight the perception that "It doesn't matter." Students often avoid talking
about the implications of media products by saying "it's only a TV show" – or a
video game, a music video, or so on. Remind students that media can have
meaning even if the creators didn't plan it and that we rely as much on the Media
as anything else to tell us about the world. For instance, research has shown
persuasively that media consumption can affect how we see others and how we
see ourselves, even if we don't realize it – a condition is known
as implicit or unconscious bias – and the presence or absence of different groups
in media has been shown to affect how people feel about those groups.
Assess and evaluate media literacy work. "Will this be on the test?" By
doing formal assessment and evaluation of the media literacy work students do,
you communicate to them that it is valuable and essential. Ensure that your
estimates are as well-thought-out and objective as they are for all your other
assignments, and keep them consistent.
Let students bring their media to the table. To get students more
engaged, look for opportunities to do media literacy work with their choice of media
products. You can deal with concerns about content issues by making your
expectations clear and a part of the evaluation scheme (ethical and responsible
use of Media is a vital part of media literacy), and by having students only present
excerpts of media products in a group or whole-class settings.
Keep up-to-date with media trends and developments. You don't have
to be a media expert to teach media literacy, but it helps to be current about what
kids are watching, playing, reading, wearing, and listening to, not to mention what
they're doing online. This is an excellent opportunity to let kids be the experts and
teach you about the latest thing!
Source:
https://mediasmarts.ca/digital-media-literacy/general-information/digital-media-literacy-
fundamentals/media-literacy-fundamentals
APPLICATION
LET US CREATE!!!
Directions: Create an appropriate activity and provide teaching and learning

materials aligned to the given learning outcomes below. Students shall create a video
blog (vlogs), introducing their proposed action with teaching and learning material.
1. At the end of the lesson, learners are expected to analyze the perceptions and
stereotypes of LGBTQ+ using various photos.
2. At the end of the lesson, the learners are expected to discuss the influence of
media sources on market competitiveness, information accessibility, and quality
of life.
CLOSURE
Good job! You are done with the fourth lesson of the 4th Module. We are done
discussing and introducing media literacy.
MODULE ASSESSMENT
A. Directions: This is a 4 – item limited essay test in which each item is worth 5 -
points. Answer the following questions by using 50 – 100 words only.
1. How can the media be a significant contributor to effective communication?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________________.
2. Due to the existence of new media, how does it change our daily living?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________.
4. Does social media improve our lives? Why or Why Not?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________________.
5. Which of the media – information providers significantly help you as a learner?

Why?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________.
Rubric
4 / VERY 2 / NEEDS 1/
CRITERIA 5 / EXCELLENT 3 / AVERAGE
GOOD IMPROVEMENT UNACCEPTABLE
This paper is This paper is The writer is The topic is not As yet, the paper
bright and mostly focused beginning to well-defined has no clear
focused. It and has some define the and/, or there sense of purpose
holds the useful details topic, even are too many or central theme.
reader's and quotes. though topics. To extract
Ideas attention. development is meaning from the
Relevant details still primary or text, the reader
and quotes general. must make
enrich the inferences based
central theme. on sketchy or
missing details.
The Paper (and The Sentences within The writing lacks a

organization paragraphs) are organizational paragraphs clear sense of
enhances and mostly structure is make sense, but direction. Ideas,
showcases the organized, in strong enough the order of details, or events
central idea or order, and to move the items does not. seem strung
theme. The make sense to reader through together loosely or
Organization
order, structure the reader. the text without randomly; there is
of information is too much no identifiable
compelling and confusion. internal structure.
moves the
reader through
the text.
The writing has The writing The text hums The text seems The reader has to
a natural flow, mostly flows along with a choppy, and it is practice quite a bit
rhythm, and and usually steady beat but not easy to read to give this paper
cadence. invites oral tends to be orally. a fair interpretive
Sentences are reading. more reading.
Sentence
well built, with a businesslike
Fluency
varied and than musical,
robust structure more
that invites mechanical
expressive oral than fluid.
reading.
The writer The writer The writer The writer Errors in spelling,
demonstrates a understands shows seems to have punctuation,
good grasp of proper writing reasonable made little effort capitalization,
standard writing conventions control over a to use usage, and
conventions and usually limited range of conventions: grammar and
(e.g., spelling, uses them standard spelling, paragraphing
punctuation, correctly. Paper writing punctuation, repeatedly distract
capitalization, is easily read, conventions. capitalization, the reader and
Conventions grammar, and errors are Conventions usage, grammar, make the text
usage, rare; minor are sometimes and difficult to read.
paragraphing) touch-ups handled well paragraphing
and uses would get this and enhance have multiple
protocols piece ready to readability; at errors.
effectively to publish. other times,
enhance errors distract
readability. and impair
legibility.
The form and The format only The writer's The writer's The reader
presentation of has a few message is message is only receives a garbled
the text mistakes and is understandable understandable message due to
enhance the generally easy in this format. occasionally, problems relating
reader's ability to read and and paper is to the text's
Presentation to understand pleasing to the messily written. presentation and
and connect eye. is not typed.
with the
message. It is
pleasing to the
eye.
Retrieved from https://www.uen.org/rubric/previewRubric.html?id=20123

B. Directions: This is a case analysis assessment. Present your side on the issue
portrayed below. Criteria are reflected on the next page. Make sure to provide a brief and
concise but meaningful argument or discussion about the topic.
YouTube Links: https://www.youtube.com/watch?v=5nWixuHRjPY

https://www.youtube.com/watch?v=WUb30lwzsKs
https://www.youtube.com/watch?v=l2PaaupbCXw
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
LEVELS OF ACHIEVEMENT
Completely Slightly Competent Excellent
CRITERIA
Inadequate Inadequate (2.5 points) (3 points)
(1.5 points) (2 points)
Problem Fails to identify the Some difficulties Some success Accurately identifies
Identification main ethical issues; in identifying the identifying the main main ethical issues;
Does not show main ethical ethical issues; Shows a good
understanding of issues; some Shows some understanding of
why different problems understanding of why different
approaches may be understanding why different approaches may be
taken to this why different approaches may be taken to this
problem and why approaches may taken to this problem, and why
stakeholders may be taken to this problem and why stakeholders may
disagree. problem and why stakeholders may disagree.
stakeholders may disagree.
disagree.
Providing Fails to provide any, Some difficulties Some success in Accurately identifies
empirical or accurate in identifying making sufficient sufficient and
information empirical sufficient or and relevant relevant empirical
and use of information makes relevant empirical claims and information, and
sources empirical claims information; in providing draws on support
with no evidence to insufficient adequate support from adequate and
back them up; uses support for for them from a reliable sources.
no or inappropriate empirical claims reasonable number
sources. from reliable of reliable sources.
sources; us of
few or somewhat
inappropriate
references.
Engages with Fails to discuss a Discusses a Some success in Successfully
an range of appropriate minimal range of discussing a range discusses a range
appropriate values that might be appropriate of appropriate of appropriate
range of value at stake (e.g., values that may values that might be values that might be
concerns justice, suffering, be at stake eg, at stake (justice, at stake (e.g.,
privacy, liberty, justice, suffering, suffering, liberty, justice, suffering,
naturalness). liberty, privacy, privacy, liberty, privacy,
naturalness). naturalness) naturalness)
Open-minded Assumes essential The essential Sufficient reasons to Essential position
and fair position without position is only support essential effectively justified;
discussion arguing for it; shows partially position; no biases fair presentation of
obvious bias; is defended; some evident; no others' positions;
unfair in argument; biases evident; unfairness in charitable
sets up straw man occasional argument; no interpretation of
arguments. unfairness in caricature of others' others' arguments.
argument; a arguments
tendency to
caricature others'
arguments.
Thinking Complete lack of Insufficient Some degree of Engages critically

critically critical thinking degree of critical critical thinking with sources and
about own about sources and thinking about about sources and arguments used,
and others` arguments used; sources and arguments used; and offers plausible
views doesn't offer an arguments used; some objections to objections to his or
objection to own considers limited own argument. her case.
argument. objections to own
argument.
Makes an Fails to make an The argument is A coherent A bright and
appropriate argument at all; fails weak and difficult argument is present; rigorously
argument to make an ethical to follow; the the argument makes developed
argument; argument argument doesn't an ethical case and argument is
fails to answer the draw on ethical addresses the present; the
prompt; no creativity ideas; some prompt; some argument directly
is expressed. disassociation creativity is addresses ethical
between prompt expressed where questions and
and response; relevant. responds to the
little creativity is prompt; the case
expressed. displays creativity
where relevant.
Writing Poor spelling and Some spelling Few grammatical or Consistently uses
Quality grammar and grammar spelling errors. correct grammar
throughout. Writing errors. Does not Ideas are expressed with rare
is barely coherent. express opinions reasonably clearly. misspellings.
No indication of or ideas clearly. Some guidance as Expresses ideas
what the argument Only vague to what the clearly and
will be or how the guidance as to argument will be concisely. Clear
case study analysis how the case and how the case guidance is given
will be structured at study analysis analysis will be as to what the
the beginning of the will be structured structured at the argument will be
analysis. at the beginning beginning of the and how the case
of the analysis. analysis. study analysis will
be structured at the
beginning of the
analysis.
C. Directions: Read and understand the situation given below. Draw a caricature that
portrays the challenges of media and education today, given that they may still be tagged
to have ignorance on the appropriate use of technology. The criteria for judging are shown
below.
Criteria Excellent Acceptable Minimal Unacceptable

(5 points) (4 points) (3 points) (2 points)
Message Key issues and Key issues and Key issues The critical issue
the position of the position of identifiable; and learner's
the learner are the learner are however, the position are
identifiable. identifiable. learner's unclear.
position may be
unclear.
Visual The caricature is The caricature is The caricature is The caricature is
Presentation neat; color and neat; color and somewhat neat. messy; color and
and Creativity creative creative graphics Some color and graphics are
graphics are are used, and creative lacking. No
used captions are graphics are captions included.
exceptionally readable. used.
well.
Content Caricature Caricature Caricature Caricature conveys
conveys an conveys an conveys a little or no
understanding of understanding of limited understanding of
the issue, the issue, understanding the issue, so much
excellent use of excellent use of of the issue; the lacking.
symbolism; the symbolism; the title is unclear.
title is relevant. title is relevant.
The world has been interrupted and disturbed due to the existence and spread of
COVID – 19. This changes the way we usually live. The economy temporarily stopped,
businesses are temporarily closed, and delivery of education has been transformed into
flexible learning and teaching. At present, where the vaccine is yet available, DepEd and
CHED have decided to continue the delivery of teaching and learning using flexible
learning. DepEd will utilize modules and other mass media platforms (like radio and
television). Meanwhile, CHED will be implementing the Learning Management System's
full utilization and other means of blended learning tools aside from the modular
approach. Given that everybody is facing a financial crisis, the challenge here is the
availability of tools and technology, especially for those learners who are tagged as "no
gadgets or media available."
D. Directions: As a teacher in the future, our call is to provide meaningful learning
experiences for our students, especially when they are staying at home at this time of the
pandemic. Your task is to develop a learning plan where media literacy is integrated.
Follow the format below. Choose only one (1) topic of your chosen discipline.
LEARNING AND TEACHING PLAN
TEACHING AND
OBJECTIVES/ TEACHING AND
LEARNING
TOPIC/LESSON LEARNING LEARNING
MATERIALS
OUTCOMES ACTIVITIES
NEEDED
CRITERIA FOR EVALUATION

CRITERIA Exceeds Meets Need Does Not Meet
Expectations Expectations Improvement Expectations
(5 points) (4 points) (3 points) (2 points)
Objectives/ SMART and SMART and Objectives are Objectives are
Learning relates to relates to the given. unclear and not
Outcomes purpose, purpose and related to
include higher- integrates purpose.
order thinking media literacy.
skills, and
effectively
integrates
media literacy.
Activities Meaningful, Objective- Objective- Activity is
motivating, based, student- based, limited or does
objective- centered meaningful not relate to the
based, open- objectives.
ended inquiry-
based
Materials Invites A variety of Resources are Resources are
creativity, resources and included limited or not
connects to the integrates included.
“real-world” & media literacy.
variety,
effectively
integrates
media literacy.
MODULE SUMMARY
▪ Media Literacy is the ability to access, analyze, evaluate, and create media
messages of all kinds.
▪ Information Literacy is a transformational process in which the learner needs to
find, understand, evaluate, and use various forms to create for personal, social, or
global purposes.
▪ Media are categorized into physical media and mechanical media.
o Physical Media is where the person who is talking can be seen and heard
by the audience.
o Mechanical Media is where the information is transmitted via written and
electronic channels.
▪ Media are classified into print media, broadcast media, and new media.
o Print Media is composed of newspapers, community newsletters,
magazines, and other publications.
o Broadcast Media is where information is distributed using radio waves.
o New Media is where information and media converge to one another.
▪ Media and information are interrelated and intertwined.
▪ The following criteria are needed in evaluating information sources for reliability:
o Audience
o Authority
o Bias
o Currency
o Scope
REFERENCES
▪ Abadiano, M. (2018). Media and information literacy: Second Education. Chronica

Bookhaus
▪ Alata, E.J. & Ignacio, E.J. (2019). Building and enhancing new literacies across
the curriculum. REX Book Store: Manila, Philippines.
▪ Balčytienė, A. (2020). Ulla Carlsson (Ed.)(2019). Understanding Media and
Information Literacy (MIL) in the Digital Age: A Question of Democracy.
Gothenburg: Department of Journalism, Media, and Communication (JMG),
University of Gothenburg, 266 pp., ISBN: 978-91-88212-89-4. Central European
Journal of Communication, 13(2), 293-295.
▪ Grizzle, A. (Ed.). (2011). Media and information literacy curriculum for teachers.
United Nations Educational, Scientific, and Cultural Organization.
▪ Moeller, S., Joseph, A., Lau, J., & Carbo, T. (2011, November). Towards media
and information literacy indicators. Background document of the UNESCO Expert
Meeting (Bangkok, Thailand, 4-6 November 2010).
▪ Pitagan, F. et al. (2016). Teaching guide for senior high school media and
information literacy core subject. Commission on Higher Education.
SPECIAL NOTE:
▪ Photos included in this lesson were downloaded and retrieved from Google.com.
MODULE SUMMARY
● Article 19 of the Universal Declaration of Human Rights stated that

"Everyone shall have the right to freedom of expression; this right shall
include freedom to seek, receive and impart information and ideas of all
kinds, regardless of frontiers, either orally, in writing or print, in the form of
art or through any other media of his choice."
● Article 3, Section 4 of the 1987 Philippine Constitution mandates the
protection of freedom of expression.
protection of information privacy.
protection of the right to information.
● Republic Act No. 2580 passed in 1916 through the Philippine Legislature
provides requirements "for the publication and recording in the Bureau of
Posts of the names and post office addresses of editors, publishers,
managers, owners, and stockholders of newspapers in a sworn statement.
● Republic Act No. 8047 institutionalized the development of the Book
Publishing Industry and the formulation and implementation of the National
Book Policy and a National Book Development Plan.
● Republic Act No. 7079 created the Campus Journalism Act, which
recognized the vital role of campus press freedom.
● As specified in Executive Order No. 546 issued July 23, 1979, all radio/
broadcasting companies in the Philippines shall be required to have
certificates of public convenience and necessity from the National
Telecommunications Commission (NTC).
● Movie and Television Review and Classification Board (MTRCB) was
institutionalized under Presidential Decree 1986 on October 5, 1985.
● Republic Act No. 8293 institutionalized the intellectual property code of the
Philippines and established the intellectual property office. As stated in
Section 2, "The State recognizes that an effective intellectual and industrial
property system is vital to the development of the domestic and creative
activity, facilitates the transfer of technology, attracts foreign investments,
and ensures market access for our products. It shall protect and secure the
exclusive rights of scientists, inventors, artists, and other gifted citizens to
the intellectual property and creations, particularly when beneficial to the
people…"
● President Benigno S. Aquino III signed for approval the institutionalization of
RA 10173 or known as the Data Privacy Act of 2012. As stated in Section 2,
"It is the policy of the State to protect the fundamental human right of privacy,
of communication while ensuring the free flow of information to promote
innovation and growth. The State recognizes the vital role of information and
communications technology in the nation-building and its inherent obligation
to ensure that personal information in information and communications
systems in the government and the private sector are secured and
protected."
REFERENCES
Internet References
▪ https://movielabs.com/md/ratings/v2.1/html/PH_MTRCB_Ratings.html#:~:text=T
HEME%20%E2%80%93%20The%20film%20may%20contain,otherwise%20offe
nsive%20behavior%20or%20attitude.
▪ https://www.privacy.gov.ph/data-privacy-act/#16
▪ https://www.officialgazette.gov.ph/1997/06/06/republic-act-no-8293/
▪ https://www.article19.org/data/files/pdfs/publications/philippines-baseline-
study.pdf
Printed References
Bookhaus
MODULE SUMMARY
▪ Eristi and Erdem (2017) revealed four (4) dimensions in media literacy. These are
Access, Analyze, Evaluate, and Communicate.
▪ The European Charter for Media Literacy, as cited by Bachmair and Bazalgette
(2007), stipulated seven competencies on becoming a Media Literate Individual.
o Use media technologies effectively to access, store, retrieve and share
content to meet their individual and community needs and interests;
o Gain access to, and make informed choices about, a wide range of
media forms and content from different cultural and institutional
sources;
o Understand how and why media content is produced;
o Analyze critically the techniques, languages, and conventions used by
the media, and the messages they convey;
o Use media creatively to express and communicate ideas, information,
and opinions;
o Identify, and avoid or challenge, media content and services that may
be unsolicited, offensive or harmful; and
o Make effective use of media in the exercise of their democratic rights
and civic responsibilities.
REFERENCES

Bookhaus
▪ Eristi, B., & Erdem, C. (2017). Development of a media literacy skills
scale. Contemporary Educational Technology, 8(3), 249-267.
▪ Hobbs, R. (2010). Digital and Media Literacy: A Plan of Action. A White Paper on
the Digital and Media Literacy Recommendations of the Knight Commission on the
Information Needs of Communities in a Democracy. Aspen Institute. 1 Dupont
Circle NW Suite 700, Washington, DC 20036.
▪ Livingstone, S. (2003). The changing nature and uses of media literacy.
▪ Thoman, E., & Jolls, T. (2008). Literacy for the 21st century: An overview and
orientation guide to media literacy education. Theory CML MedicaLit Kit. Center
for Media Literacy.
▪ Schmidt, H. C. (2013). Media literacy education from kindergarten to college:
Comparing how media literacy is addressed across the educational system.
Journal of Media Literacy Education, 5(1), 3.
MODULE SUMMARY
Canada's Center for Digital and Media Literacy enumerated different tips on how to
integrate media literacy in the classroom. The following are:
▪ Exploit “teachable moments.”

▪ Give students a chance to create media, not just analyze it.
▪ Start and end with the key concepts.
▪ Recognize that kids – and adults – enjoy media.
▪ Teach about media, not just with media.
▪ Make media education about asking questions, not learning answers.
▪ Fight the perception that "It doesn't matter."
▪ Assess and evaluate media literacy work.
▪ Let students bring their media to the table.
▪ Keep up-to-date with media trends and developments.
REFERENCES

Bookhaus
IMPORTANT Reminders:
1. References should be added at the end of each module.
2. The number of modules may vary depending on the number of clustered ILOs
significant to the course.
3. Each module could have a maximum of 5 lessons.
4. If there are significant contents/readings necessary for the abstraction part, it can
be put as an annex or appendix of the entire course pack. However, proper labeling
is required.
5. Use A4 paper size, Times New Roman font style, volume 12, 1.5 inches left margin,
and 1inch on the remaining sides. Use single line spacing in the module contents.
6. The module format should be followed for the project to write. The template
and format may be customized should the participating HEIs wish to implement it in
their respective institutions.

Module 4

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Module 4

Uploaded by

Copyright:

Available Formats

COURSEPACK STRUCTURE

Module Learning Outcomes

MODULE LEARNING OUTCOMES

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

✔ demonstrate an understanding of media literacy and other media literacy-

LESSONS IN THE MODULE

✔ Lesson 1: Definition and Aspects of Media Literacy

INTENDED LEARNING OUTCOME

TIME FRAME: One Week

Activity 2. LET US CHECK

Daily Interaction Log with Media Provider

Activity 3. LET US CONNECT!!!

Media Provider Type of Media

2. Is Media Literacy similar to Information Literacy? Elaborate.

DEFINITION OF MEDIA LITERACY

MEDIA AND INFORMATION LITERACY

Media and information are interrelated and interconnected. Without media,

Media and information literacy emphasizes to individuals the essentials of the

HISTORICAL BACKGROUND OF MEDIA

PRE-HISTORIC AGE (3,000 BCE to 1500)

INDUSTRIAL ERA (1400 to 1800)

Tsai Lun, the Creator of Paper

The oldest typewriter

Telegraph Using Morse Code

One of the first newspapers published.

ELECTRONIC AGE (1800 to 1970)

✔The telephone was invented. This is a telecommunication device that allows

✔The telephone was invented. This is a telecommunication device that allows

Antonio Meucci, an Italian immigrant, began

✔ Films were reproduced. This is still a form of communication in the way of

✔ Radio was developed.

✔ Computers were invented.

INFORMATION AGE (1971 to 2017)

✔ The Internet was introduced. This is a global system of interconnected computer

✔ Phones were introduced.

✔ Websites were opened.

✔ Social media were introduced to the public.

✔ A video call was introduced.

✔ Facebook officially crosses the one billion active mark.

✔ Sony officially replaced the PS3 gaming console with PlayStation 4.

✔ Reddit reaches 170 million registered users.

✔ Microsoft releases Windows 10.

✔ Google released Android version 7.0 (Nougat).

✔ Apple introduces the iPhone 8, iPhone 8 Plus.

PHILIPPINE MEDIA HISTORICAL TIMELINE

1811. Newspapers, Books, and Magazines in the Philippines

✔ Del Superior Gobierno was the first newspaper established in 1811.

✔ La Solidaridad was the most popular nationalistic newspaper in 1889.

1890. The First Telephone System

✔ The country's first telephone system started its operation.

1897. Short Films in the Philippines

✔ Carlo Noquera, a Spanish soldier, brought short films in Spanish – language.

1898. The Manila Times

1940. Comics in the Philippines

1990. The Manila Bulletin

1994. The Local Online Media

Print Media is composed of newspapers, community newsletters, magazines, and

SOURCES OF MEDIA AND INFORMATION

Abadiano (2018) emphasized the following items considered in accessing information

Domain Names (URL) Implication

Abadiano (2018) enumerated the different aspects when one is evaluating

Directions: Compare and contrast media literacy and information literacy. Do it in

Selection Description or Student Response