Lesson 1: MEDIA & INFORMATION LITERACY

Media & Information Literacy – a set of competencies that empowers citizens

to access, retrieve, understand, evaluate & use, create, as well as share
information & media content in all formats.
TERMS TO UNDERSTAND
Media Literacy – the ability to read, analyze, evaluate & produce
communications in a variety of media forms.
Information Literacy – the ability to recognize when information is needed &
to locate, evaluate, effectively use & communicate information in its various
formats. (being able to filter)
Technology Literacy – the ability to use digital technology, communication
tools or networks to locate, evaluate, use, & create information. (knowledge of
use)
Media – the term “media” comes from the word “medium” which is defined as
“channel” or “method”. As an avenue or method, media is used to
communicate information. This “information” goes beyond what we call news
or events that are of public interest.
FORMS OF MEDIA
Print Media – refers to paper publictaions, it is considered the oldest form of
media as it is closely tied to the emergence of the printing press.
Examples: Reference books, Newspapers, Magazines, Encyclopedia, Journals,
Posters/ Brochures, Billboards, Thesis/ Dissertation, Infographics, Personal
Documents, Letters/ Diaries
- However, alternative press, Xerox journalism & campus publications
paved the way for activism & aided in the people power revolution.
Today, the print media that have the biggest daily circulation in our
country are: Manila Bulletin, The Philippine Star
Broadcast Media – initially used the airwaves to reach their audience. This
media used direct satellite broadcasting, which helps them reach audience
worldwide.
Examples: Radio, Televisions, Computers, Mobile/ Cell phones
New Media – composed of media that use digital technologies. Producers of
print media & broadcast media have increasingly relied on new media as a
platform.
Examples: Internet, Websites, Social Media Applications, Web browsers
FUNCTIONS OF MEDIA
1) Media act as channels of information & knowledge through which
citizens communicate with each other & make informed decisions.
2) Media facilitate informed debates between diverse social actors.
3) Media provide us with much of what we learn about the world beyond
our immediate experience.
4) Media are means by which a society learns about itself & builds a sense
of community.
5) Media function as a watchdog of government in all its forms. Promoting
 transparency in public life & public scrutiny of those with power through
exposing corruption, maladministration, & corporate wrong doing.
6) Media are essential facilitators of democratic processes & one of the
guarantors of free & fair elections.
7) Media are a vehicle for cultural expression & cultural cohesions within
& between nations.
8) Media functions as an advocate & social actor in its own right while
respecting pluralistic values.
Lesson 2: EVOLUTION OF MEDIA & COMMUNICATION
Communication – the process where one person is expressing his or her idea
& the other one is listening to the idea being expressed by the one who is
talking.
 “Humans are social beings who want and need to communicate with each
other”. According to the pioneering research of Dr. Kathryn Barnand,
founder of the Center for Infant Mental Health and Development at the
University of Washington.
 Humans started writing at around 3,200 BCE (Before Common Era) in
Mesopotamia and 600 BCE in Mesoamerica
Caveman (Prehistoric stage) – 30, 000 to 10, 000 years ago.
- Cavemen used pictures to write their stories. 
- They could have used words, but they didn’t. 
- Writers need to be able to combine words and images, and to paint
images with their words. which is called inscribing.
- Images on a cave wall and images in our minds both help us see what is
happening.
Smoke Signal – 1st being used in china in 200BC
- The smoke signal is one of the oldest forms of long-distance
communication. 
- It is a form of visual communication used over a long distance. 
- In general smoke signals are used to transmit news, signal danger, or to
gather people to a common area.
Pigeon – well established as early s 3000 years ago.
- Messenger pigeon is a variety of domestic pigeons derived from the wild
rock dove, selectively bred for its ability to find its way home over
extremely long distances.
Pony express - The Pony Express was a mail service delivering messages,
newspapers, and mail using relays of horse-mounted riders that operated from
April 3, 1860, to October 26, 1861, between Missouri and California in the
United States of America.
Semaphore – invented in 1792 in France by Claude Chappe.
- The Semaphore flag signaling system is an alphabet signaling system
based on the waving of a pair of hand-held flags in a particular pattern. 
- The flags are usually square, red and yellow, divided diagonally with the
red portion in the upper hoist.
Telegraph – developed in the 1830s & 1840s.
- Telegraphy "at a distance" and "to write" is the long-distance
transmission of textual or symbolic (as opposed to verbal or audio)
messages without the physical exchange of an object bearing the
message.
Morse Code – developed in the 1830s & 1840s.
 - Morse code is a character encoding scheme used in telecommunication
that encodes text characters as standardized sequences of two different
signal durations called dots and dashes or dits and dahs. Morse code is
named for Samuel F. B. Morse, an inventor of the telegraph. 
Radio – 1896 by Guglielmo Marconi.
- Radio is a way to send electromagnetic signals over a long distance, to
deliver information from one place to another. 
- A machine that sends radio signals is called a transmitter, while a
machine that "picks up" the signals is called a receiver or antenna. 
Television – 1927 by Phio taylor Farnsworth II.
- Television: (TV) is a telecommunication medium for transmitting &
receiving moving images that can be monochrome (black-andwhite) or
colored with or without accompanying sound.
- Commercially available since the late 1920s.
Telephone - On March 7, 1876, Alexander Graham Bell, scientist, inventor
and innovator, received the first patent for an “apparatus for transmitting
vocal or other sounds telegraphically,” a device he called the telephone.
New media - 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 social network.
- Moreover, voice, image, sound and date are digitalized.
HISTORY OF THE INTERNET
 When we entered the period of industrialization then the age of electricity
over 200 years ago, the pace of communication greatly improved. Various
innovations came about, revolutionizing the way people communicated.
Some of them were film (1890s), radio (1895), and television (1927).
 It was during the Cold War, October 4, 1957, that the Soviets launched
the first man made satellite into space called Sputnik.
 Sputnik, is the name of the three artificial Earth satellites, the first of
whose launch by the Soviet Union on October 4, 1957, inaugurated the
space age.
SPUTNIK 1
 Sputnik 1, the first artificial satellite launched, was a 83.6-kg (184-
pound) capsule. It achieved an Earth orbit with an apogee (farthest point
from Earth) of 940 km (584 miles) and a perigee (nearest point) of 230
km (143 miles), circling Earth every 96 minutes and remaining in orbit
until January 4, 1958, when it fell back and burned in
Earth’s atmosphere. The launch of Sputnik 1 shocked many Americans,
who had assumed that their country was technologically ahead of the
Soviet Union, and led to the “space race” between the two countries.  
SPUTNIK 2
 Sputnik 2, launched on November 3, 1957, carried the dog Laika, the
first living creature to be shot into space and orbit Earth. Laika was a
stray dog found on the streets of Moscow. There were no plans to return
her to Earth, and she lived only a few hours in orbit. Sputnik 3,
launched on May 15, 1958, carried 12 instruments to study Earth’s
upper atmosphere and space and was also the heaviest satellite to that
time, weighing 1,327 kg (2,926 pounds). Sputnik 3 was originally
intended to be the first satellite, but its complexity and size led the
Soviets to launch the much simpler Sputnik 1 to beat the United States
into space.
SPUTNIK 3
 The third artificial satellite launched
 May 15, 1958
 Carried 12 instruments to study Earth’s upper atmosphere and space 
 1,327 kg
 As it was the world's first ever artificial object to float into space, this was
alarming for Americans. The Soviets were not only ahead in science and
technology, but they were a threat.  Americans feared that the Soviets
would spy on their enemies, win the Cold War, and that nuclear attacks
on American soil were possible.
 Since sputnik 1,2,3 are considered as the world’s first ever man made
object to float into space, This things alarmed the americans. Since
American knows that the soviet union that time was ahead interns of
science and technology. They think that this objects are threat on their
country. They think that this satellites and objects would spy  on their
enemies. Win the cold war. And they that this objects are nuclear
weapons that will destroy American land.
 After the Sputnik wake up call, the space race began. 
 It was not long after that in 1958 the US Administration funded various
agencies, one of them being ARPA.
 ARPA stands for Advanced Research Project Agency. It was a Defense
Department research project in Computer Science, a way for scientists
and researchers to share information, findings, knowledge, and
communicate. It also allowed and helped the field of Computer Science to
develop and evolve.
 Without ARPA the Internet would not exist. It was because of this
institution that the very first version of the Internet was created –
ARPANET.
 In the 1980s, British computer scientist Tim Berners-Lee conducted a
research at CERN, Switzerland (The European Organization for Nuclear
Research) which later resulted in the invention of the World Wide Web.
 Tim Berners-Lee, a British scientist, invented the World Wide Web
(WWW) in 1989, while working at CERN. 
 Tim Berners-Lee wrote the first proposal for the World Wide Web in
March 1989 and his second proposal in May 1990. Together with Belgian
systems engineer Robert Cailliau, this was formalised as a management
proposal in November 1990. This outlined the principal concepts and it
defined important terms behind the Web. The document described a
"hypertext project" called "WorldWideWeb" in which a "web" of "hypertext
documents" could be viewed by “browsers”.
 And since the mid-1990s, the Internet has become a fixture of any
modern society. 
 In the summer of 2016, the United Nations Human Rights Council
released a non-binding document condemning the intentional disruption
of Internet access by governments. 
 U.N. Report Declares Internet Access a Human Right
 A United Nations report said that disconnecting people from the internet
is a human rights violation and against international law. The report
railed against France and the United Kingdom, which have passed laws
to remove accused copyright scofflaws from the internet. 
 This was declare for the Promotion and Protection of the Right of huma
for Freedom of Opinion and Expression.
 This followed the 2011 report by Frank LaRue, the UN Special
Rapporteur on the promotion and protection of the right to freedom of
 opinion and expression, that Internet access is a fundamental human
right.
 The Internet has increased the power and reach of mass media. 
 We have now entered the Information Age. 
 Information is abundant and is spread instantaneously and
inexpensively throughout the world. 
 Its growth hasn't stopped-in fact, it is exponentially growing and
changing, quickening the ways we communicate, bringing new
challenges to how media shapes society.
 This was declare for the Promotion and Protection of the Right of huma
for Freedom of Opinion and Expression.
Lesson 3: HOW IS INFORMATION CATEGORIZED
TYPES OF INFORMATION:
Scholarly – scholarly information is drawn from the research of field experts.
Scholarly sources must be peer - reviewed before they can be published.
References & citations are indicated so that everything can be verified.
- Educational purposes
Professional/Trade – these information includes current news & trends about
a specific industry presented to experts & enthusiasts by someone with
knowledge in the field.
Entertainment/Popular – meant for the general population. A journalist,
staff writer, or content producer may use some entertaining hooks in order to
catch attention or to be easily understood, it is derived from one or a
discussion of other people’s work.
Opinion – a viewpoint, judgment, or statement that is not conclusive.
Opinions on a specific matter will vary from person to person & will not be
thoroughly resolved.
PROVIDERS OF INFORMATION:
Academic Institution – these are schools, colleges & universities that confer
academic degrees. They are dedicated to education & research. Students &
faculty members of academic institutions continually seek knowledge for
themselves & for their community.
Government Agencies – an organization under government which is
responsible for the administration of a specific function. Government agencies
gather & disseminate information not for profit but to build a well - informed
citizenry.
Private Sector – includes business, organizations, & other players in the
economy that are not owned or operated by the government. They provide
goods & services for profit.
LinkedIn’s 2021 Philippines Top Companies List:
1. Philippine National Bank
2. Smart Communications
3. Manila Water
4. Philip Morris International
5. EY
6. Land Bank of the Philippines
 7. Manulife Philippines
8. Metrobank
9. Accenture
10. Nestle
11. Coca – Cola Beverages Philippines
12. Macquarie Group
13. NCR Corporation
14. BDO Unibank
15. IQVIA
Private Individuals – considered private individuals are those who do not
present another person, corporation, or group. A private individual must be
motivated to tell the truth, to help, & to do the right thing when giving
information.
SOURCE OF INFORMATION:
Primary Sources – these are simply put, firsthand accounts. These bring us
as close as possible to the event, the subject, the original ideas or the findings
of a scientific study. Some examples:
 Thesis/ Dissertations
 Diaries
 Interviews
 Letters
 Speeches
 Photographs
Secondary Sources – these are anything that comments on, analyzes, or
tackles a primary source. The information from the primary source. The
information from the primary source is reviewed, organized, or interpreted,
often with the help of other secondary sources. Some examples of secondary
sources are:
 Textbooks
 Biographies
 Articles
Tertiary Sources – sources that refer to a primary or secondary source. It
gives an overview of the topic, but rarely contains original material. Some
examples are:
 Dictionaries
 Encyclopedias
 Newspapers
COMPARISON
ATTRIBUTION & DATA TRIANGULATION:
On The Record – the strongest form of attribution because the identity of the
source of information is fully known. This includes anything relevant about
how the source obtained the information.
On Background – all the statements are directly quotable, but cannot be
attribute by name or specific title to the person commenting.
On Deep Background – anything that is said in the interview is usable but
not in direct quotation & for attribution. The reporter writes it on his or her
own.
Off The Record – this means a source has essentially told a journalist a
secret. A good journalist will never report on off the record conversation, not
even to say they had them.
Lesson 4: CODES & CONVENTION
Genre – “category of artistic, musical, or literary composition characterized
nby a particular style, form, or content.”
CODES – systems of signs, which create meaning.
- Can be divided into 4 categories:
 Technical
 Symbolic
 Written
 Audio
TYPES OF CODES IN MEDIA:
 Technical Codes – include techniques & method like camera angle shot
style, & lightning.
 Symbolic Codes – used to convey a symbolic rather than a literal
meaning. One example is the way a character’s emotions are implied in
a scene. Consider color.
 Written Codes – headlines, captions, titles, & writing styles. Everything
that you can read.
 Audio Codes – related to sound. Background music, sound effects, &
voice over. Everything we can hear.
CONVENTIONS –the generally accepted ways of doing something. Each genre
in television, film, & literature follow certain conventions that distinguish
them other genres.
MEDIA REPRESENTATION:
 Construction – refers to the way a media materials is “put together”
(color, lighting, object/model)
 Mediation – refers to the process that a media material undergoes
before reaching an audience. (client, advertising agency, graphic artist,
photographer, researcher)
  Selection - the process of selecting content for a media material.(typical
content theme & ideas like a colorful photo of a bottle of ketchup were
perhaps rejected)
 Anchorage – the words used to give images a certain meaning.
(statement/caption “No one grows ketchup like Heinz)
 Ideology – the set of opinions or beliefs expressed through a media
material.(meaning of caption. The freshness & simplicity are the most
valuable aspect of a product)
 Stereotypes - the oversimplified representation of a person or thing.
GRAMMAR OF CAMERA:
 Extreme Long Shot – can be taken from as much as a quarter of a mile
away, and is generally used as a scene-setting, establishing shot.
 Long Shot – Typically shows the entire object or human figure and is
usually intended to place it in some relation to its surroundings.
 Medium Long Shot – shows a group of people in interaction with each
other. Frames the whole subject from the knees up.
 Full Shot – A view of figure’s entire body in order to show action or a
constellation group of characters.
 Medium Close up Shot – It shows a subject down to his or her chest or
waist.
 Close up Shot – A full – screen shot of a subject’s face, showing the
finest nuances of expression.
 Extreme/Detail Close up Shot – This shot is used in filmmaking,
television production and photography in which the camera focuses on a
particular detail of the subject.
POINT OF VIEW:
 Establishing Shot – Often used at the beginning of a scene to indicate
the location or setting, it is usually a long shot taken from a neutral
position.
 Point of View Shot – shows a scene from the perspective of a character
or one person. Most newsreel Footages are shown from the neutral
position. is a short film scene that shows what a character is looking at.
 Over the Shoulder Shot – Often used in dialogue scenes, a frontal view
of a dialogue partner form the perspective of someone standing behind
and slightly to the side of the other partner, so that parts of both can be
seen.
 Reaction Shot – Short shot of a character’s response to an action.
 Insert Shot – A detail shot which quickly gives visual information.
 Reverse angle Shot – A short form the opposite perspective, after an
over the shoulder shot.
 Hand held Camera Shot - The camera is not mounted on a tripod and
instead is held by the cameraperson.
CAMERA ANGLES:
 Bird’s Eye View Point – A shot taken from a crane, plane, or helicopter.
Not necessarily a moving shot.
 Over the Head Shot – shows people or objects from above, higher than
eye level.
 High Angle Shot – This shot is a cinematic technique where the camera
looks down on the subject from a high angle.
 Low angle Shot – Show people or objects from below, lower than eye
level.
  Eye level Shot - It views a subject from the level of a person’s eyes.
CAMERA MOVEMENT:
 Panning Shot – (Moves horizontally) from left to right or vice versa
across the picture.
 Tilt Shot – The camera tilts up (moves upwards) or tilts down (moves
downward) around a vertical line.
 Tracking Shot – The camera follows along next to or behind a moving
objects or person.
 Zoom Shot – The stationary camera approaches a subject by “Zooming
In” or moves by “Zooming Out”.
Lesson 5: FREEDOM OF SPEECH, FREEDOM OF EXPRESSION &
FREEDOM OF THE PRESS IN THE PHILIPPINES
Why are media & information important in a democracy?
- The ability to comprehend & scrutinize the connection between press &
democracy is important because media has the power to tell a society’s
stories & thereby influence thinking, beliefs, & behavior.
- The dominant form of government today, is the separation of powers into
the various independent branches of government, usually in the form of
the legislature that makes the laws, a judiciary that interprets and
applies the law and an executive that carries out the administration and
operations of governing. Societies in the past were relatively small and
citizens were able to engage face-to-face or via handwritten messages in
their deliberation and decision-making process. As populations grew
larger participation in a democracy required mediation, i.e.
communication is now mediated. The earliest mass media was the
newspaper, followed by the radio and television, and today, the Internet.
- Because of its emerging function as a watchdog that monitors the
running of the nation by exposing excesses and corruption, and holding
those in power accountable, the media was regarded as the fourth
estate, supplementing the three branches of government by providing
checks and balances. The media also plays a more basic role as a
provider of information necessary for rational debate. A healthy
functioning democracy is predicated on the electorate making informed
choices and this in turn rests on the quality of information that they
receive. The media, as an institution, has for a long time enjoyed the
position as a trusted primary source of news and information. Due to the
enlarging population, it has become no longer possible for every citizen
to participate directly in the democratic process. This led to the the
representational form of democracy where representatives speak and act
on behalf of individuals. The media, in this environment, took on the role
of being a voice of the people to those in government.
DEMOCRACY - comes from the Greek word demokratía which means "rule of
the people." In a democracy, the people become the source of power and
legitimacy for government leaders (best demonstrated by the process of
election).
- “No law shall be passed abridging the freedom of speech, of expression, or
of the press, or the right of the people peaceably to assemble and petition
the government for redress of grievances.” - Bill of Rights – Article III,
Section 4
- The Constitution under Article III of the Bill of Rights Section 4 provides
that “No law shall be passed abridging the freedom of speech, of
expression, or of the press, or the right of the people peaceably to
assemble and petition the government for redress of grievances”.
 - But Freedom of expression is not absolute, there is a Limitations to
Freedom of Expression if there is a sharing of Severe calumny -
untruthful information and character assassination . It may cause to
case of
- LIBEL – shared untruthful information written or Slander – shared
untruthful info verbally.
4 IMPORTANT RIGHTS EMBODIED IN ARTICLE III, SEC. 4:
 Freedom of Expression - the right of an individual to speak or utter
whatever he wants without prior restraint.
 Right to A Free Press - the right of an individual to write publish, and
articulate whatever he/she pleases without restraint. (covers every sort
of publication such as newspapers, magazines, books, leaflets and the
like, including radio and television)
 implies that all people should have the right to express themselves
in writing or in any other way of expression of personal opinion or
creativity. The Universal Declaration of Human Rights indicates:
“Everyone has the right to fieedom 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 regardless offrontiers”.  means an individual is free to write,
publish, and circulate whatever he pleases without restraint
 Freedom of Assembly - the right of people to come together and
collectively express, promote, pursue and defend their ideas.
 ensures people can gather and meet, both publicly and privately.
Assemblies can be platforms to advocate for change and for people
to raise awareness about the issues that matter to them, whether
it is human rights, socio-economic rights, or any other issue.
 It is the individual right or ability of people to come together and
collectively express, promote, pursue, and defend their collective or
shared ideas. 
 Right to Petition - the right of people to make a complaint to, or seek
the assistance of one’s government without fear of punishment or
reprisals.
 The Petition section of the first amendment, also commonly
referred to as the Petition Clause, states that “People have the
right to appeal to government in favor of or against policies that
affect them or in which they feel strongly. 
BASIC JOURNALISTIC PRINCIPLES & PRACTICES:
Fair & Balance Reporting – This includes attribution and data triangulation,
neutrality does not mean that a journalist is prohibited form having a
personal opinion; rather, it means that the methods used in reporting a new
story must be objective.
 Fairness means that reporters covering a story must remember
there are usually two sides—and often more—to most issues and
that those differing viewpoints should be given roughly equal
space in any news story.
 Let’s say the local school board is debating whether to ban certain
books from school libraries. Many residents representing both
sides of the issue are at the meeting.
 The reporter may have strong feelings about the subject.
Nevertheless, they should interview people who support the ban
and those who oppose it. And when they write their story, they
should convey both arguments in neutral language, giving both
sides equal space.
Editorial Independence – This defined as the concept that editors should
have full authority over the content of the publication. Editorial independence
is a long standing ideal that media organization, practitioners and owners
strive for.
 Journalists must be independent voices; we should not act, formally or
informally, on behalf of special interests whether political, corporate or
cultural. We should declare to our editors – or the audience – any of our
political affiliations, financial arrangements or other personal
information that might constitute a conflict of interest.”
 Editorial independence is the freedom of editors to make decisions
without interference 
Plurality & Diversity - Media must serve all people regardless of age, gender,
ethnicity, language, or culture. Part of the responsibilities of media is to
encourage members of the different ethnic, racial, religious, and social groups
to participate in nation building.
 Media plurality and diversity are about the information which people
consume on an everyday basis that informs their perspective and
views about the world. It implies owning a diversity of perspectives
available and consumed across the media.
Lesson 6: WHAT IS INFORMATION LITERACY?
Media Literacy – the ability to read, analyzes, evaluate, & produce
communication in a variety of media forms.
Information Literacy – the ability to recognize when information is needed &
to locate, evaluate, effectively use & communicate information in its various
formats.
Technology (Digital) Literacy – the ability to use digital technology
communication tools or networks to locate, evaluate, use, & create
information.
IMPORTANCE OF INFORMATION LITERACY
 Paul Zurkowski was the originator of the term "information literacy". He
first used it in 1974 in a proposal to the US National Commission on
Libraries and Information Science. He was president of the Information
Industry Association.
 In today's society, independent and lifelong learning is as important as
learning in school. This aspect of information literacy is incorporated in
the first two categories outlined in 1998 by the American Association for
School Librarians (ASL) and the Association for Educational
Communications and Technology (AECT) in the publication, Information
Power: Building Partnerships for Learning:
INFORMATION LITERACY STANDARDS FOR STUDENT LEARNING:
Category 1: Information Literacy
1) The student who is information literate accesses information efficiently &
effectively.
2) The student who is information literate evaluates information critically &
competently.
3) The student who is information literate uses information accurately &
creatively.
Category 2: Independent Learning
4) The student who is an independent learner is information literate &
pursues information related to personal interests.
5) The student who is an independent learner is information literate &
appreciates literature & other creative expressions of information.
 6) The student who is an independent learner is information literate &
strives for excellence in information seeking & knowledge generation.
Category 3: Social Responsibility
1) The student who contributes positively to the learning community & to
society is information literate & recognizes the importance of information
to a democratic society.
2) The student who contributes positively to the learning community & to
society is information literate & practices ethical behavior in regard to
information & information technology.
3) The student who contributes positively to the learning community & to
society is information literate & participates effectively in groups to
pursue & generate information.
THE 6 VITAL CONCEPTS INFORMATION LITERACY:
1) AUTHORITY IS CONSTRUCTED & CONTEXTUAL – this means that the
information literate individual is able to evaluate the legitimacy &
credibility behind a piece of information.
2) INFORMATION CREATION AS A PROCESS – this concept emphasizes
that all information undergo processes of researching, creating, revising
& disseminating. (create, examine, review, evaluate)
3) INFORMATION HAS VALUE – this means that the information literate
realizes that even though information can be accessed for free, it has
many forms of value. (internet)
4) RESEARCH AS INQUIRY – this means that the information literate
respects & applies the research process by continually asking new, more
difficult questions. (Feeling hungry, unli chicken wings, search for the
best).
5) SCHOLARSHIP AS CONVERSATION – they must be open to different
ideas & different cultural perspectives, in order for a meaningful
conversation to happen. This is how new insights & discovers are formed
& tested in a continuous cycle. (exchanging of information).
6) SEARCH AS STRATEGIC EXPLORATION – refers to the ability of the
information literate to devise various multi-step processes in acquiring
information. (scroll – scroll, updated & informed).
Lesson 7: THE BIG SIX MODEL OF INFORMATION LITERACY
Big 6 Model – a set of steps that summarizes the processes involved in
information literacy.
- It integrates information search & use skills along with technology tools
in a systematic process to find, use, apply, & evaluate information for
specific needs & tasks.
- The Big 6 was developed by Michael Eisenberg & Bob Berkowtz in 2000,
& is the popular approach to teaching information & technology skills for
schools.
- The Big6 remains one of the simplest and easiest to understand. As a
lifelong, independent learner, you can follow this model every time you
engage with information.
- The Big6 remains one of the simplest and easiest to understand. As a
lifelong, independent learner, you can follow this model every time you
engage with information.
Task Definition – The first step in the Information Literacy Cycle is
determining the information that you need. In the previous activity, this is the
first thing that you did: based on the given question, you identified the kind of
information that you are looking for. In most cases, this is easy to do.
However, when it comes to more complicated research, defining your
information needs might be difficult. Here are some guide questions that can
help you:
- Determining the information that you need.
- Define an issue or a problem.
- Identify what problem need to solve.
SOME GUIDE QUESTIONS:
1) What is the question that I need to answer?
2) What information do I need?
3) What kinds of information does the task require?
4) What problem do I need to solve?
Information Seeking Strategies -The second step in the Information Literacy
Cycle is to look for the information that you need. In this step, you must list
down all possible sources for your specific topic. This can help you feel
less overwhelmed by the vast amount of information
available on the Internet or in libraries, for example. After coming up with a
list of all possible sources, you must narrow your list down by selecting the
best sources for your topic. This would all depend on the information 
problem that  you  have  identified in the first stage. To help you look for
sources, here are some guide questions:
- Look for the information that you need.
- Determine the possible reliable sources.
- Identify the solution need.
SOME GUIDE QUESTIONS:
1) Which sources will provide reliable information?
2) Which sources can provide information that are specific to my topic?
3) Which sources can provide comprehensive or in-depth information
about my topic?
Location & Access – After identifying your possible sources, proceed to
locating these sources and gathering the information that you need from
them. Because there are many sources available for any topic, you must adopt
a  method or strategy which can help you easily locate the information that
you need. You can  start  by  focusing on keywords, keyword phrases, and
synonyms that are specific to your topic. One of the skills that are needed for
this step is knowing how to use the table of contents, index, or references  list 
to  look  for  information  that  is helpful for the topic. To  help you locate and
access  the information that you need, here are some guide questions:
- Locate the information needed by applying method or gather
information.
SOME GUIDE QUESTIONS:
1) What keywords, keyword phrases, or synonyms would lead me to
useful information about my topic?
2) What tools can I use to quickly locate the information that I need?
3) How can I keep track of all the information that I gather?
4) Depending on the type of source, what search strategy can I use?
Use of Information – Now that you have found all the sources that you need,
you can begin narrowing down the information that you have gathered.
Initially, it might seem that the sources you gathered are all useful for  your 
topic, but once you go through them one by one, you would notice that some
of them are not really helpful, or that not all of the available information are
relevant to your research. You must then weed out all the information that
you do not need and gather the relevant, useful, or essential ones. In order to
successfully carry this task out, you must thoroughly study each source first.
This step takes a lot of time, especially if you have to identify the information
that you need and do not need. You must then be focused and critical in
evaluating the information that you encounter. Here are some guide questions
that can help you:
- Narrowing down the information that have gathered.
- Identify the information that you need & do not need.
SOME GUIDE QUESTIONS:
1) How does the source present the information? What is its outline or
structure?
2) What is the thesis statement of the source? What is its conclusion?
3) What information contributes to my topic? What information does
not?
4) Is this information necessary to my study?
5) What is the main idea presented by the source?
6) Does this information answer the question presented by my research
topic?
Synthesis – The second to the last step in the Big6 model is Synthesis,
wherein you must decide how to organize and present the information that
you have gathered. Your topic outline will depend on the format that you
choose: are you going to  write a research paper, create a PowerPoint
presentation, or create a video essay? Once you have chosen your format,  it 
will be easier to organize the information that you have. As with any
presentation, you must focus on the message that you are trying to convey
and identify your intended audience. Both can influence how you come up
with a presentation or how you choose to arrange information. Below are some
guidelines that you can follow in conducting this step:
- Decide on how to organize & present the information that you have
gathered.
SOME GUIDELINES THAT YOU CAN FOLLOW IN CONDUCTIMG THIS
STEP:
1) Consider your audience
2) Have a thesis statement or main idea
3) Make sure that you have thoroughly researched your topic
4) Create a simple but coherent outline which would support your thesis
statement
5) Organize information according to the format of delivery that you
chose.
Evaluation – In  this final step, you must  evaluate all  the steps that you
undertook  and focus on those which you can improve or, if you tried new
tools or methods, keep. As an information literate individual, you must always
reflect on how you process, gather, and share information. Here are some
guide questions to help you conduct this last step:
- Judge the process (efficiency)
- Judge the product (effectiveness)
SOME GUIDE QUESTIONS:
1) Was I able to solve the problem that I initially identified?
2) Was I able to support my arguments?
3) Are all my sources credible & reliable
4) Was I efficient in gathering information?
5) Did I thoroughly understand all the information that I organized &
shared?
6) Did I use my sources ethically?
7) Was I able to relay my messages clearly & concisely?
8) Did I get my message across to my audience?
9) Did I organize the information effectively?
- Other than using these questions to evaluate your own work, you  can 
also apply them when looking at presentations that are effective and
demonstrate a thorough understanding and application of information
literacy. Investigative pieces, critical essays, or academic essays are great
examples of works that you can study in order to improve.
Lesson 8: WHAT IS DIGITAL LITERACY? WHAT IS ITS ROLE IN SOCIETY?
Digital Literacy – an important part of information literacy because so much
of the information available now is from digital media. Here are just some of
the fields that are now being influenced by digital media:
- Academic research, Online education, e-commerce, online games, new &
entertainment media, public information.
Digital Resources – sources of information that are available in electronic or
digital format. Below are some types of digital resources:
Multimedia Resources – use more than 1 medium. The most common
multimedia resources are those that combine audio & video.
Interactive Resources – considered digital resources because they are
“reader-centered”, which responds to the movement of the reader/user.
Emerging Technology – refers to the latest advancement in technology
which impact
3 COMPETENCIES OF DIGITAL LITERACY
TO USE – refers to one’s competency in operating software, digital devices, &
navigating the internet. This is the basic competency most young people may
already have.
TO UNDERSTAND – refers to a survival skills in digital environment. Also
serves as the foundation to becoming an intelligent & responsible contributor.
Socio-Emotional Literacy – understanding helps you avoid traps. Being
aware for the different cybercrimes & digital problems.
 Branching Literacy - ability to use the benefits of hypermedia or the
abundance of information from various resources. Sharing expertise to
others that anyone can be benefited.
TO CREATE – refers to the social utility of digital literacy. If you can
understand information. You must know to use technology to share
information.
THE DIGITAL CITIZENSHIP
ALL DIGITAL CITIZENS MUST:
1) Think before you post
2) Don’t be a bully or put up with bullies
3) Protect your reputation
4) Keep your password private
5) Don’t post personal information
6) Use common sense