MEDIA INFORMATION
HAROLD LASSWELL’S
LITERACY
Introduction to Media and
Information Literacy
1. Source – a person, group, or entity
that forms, creates, sends, or forwards a
message
or information
2. Message – the stimulus or meaning
produced by the source for the receiver
or audience
(McLean, 2005)
3. Channel – the tool or manner in
which the messages will be carried
through from the
source to the receiver
4. Receiver – receives the message from
the source, analyzing and interpreting
the
message in ways both intended and
unintended by the source (McLean,
2005)
5. Feedback – the message or response
of the receiver which is sent back to the
source
6. Environment – the atmosphere,
physical and psychological, where you
send and
receive messages (McLean, 2005)
7. Context – the communication
interaction involves the setting, scene,
and expectations
of the individuals involved (McLean,
2005)
8. Interference – anything that blocks
or changes the source’s intended
meaning of the
message (McLean, 2005)
The Communication Process through
Models
1.
COMMUNICATION
Harold Lasswell’s communication
model shows a one-way transmission
of information and simply illustrates a
how communication starts from a sender
who transmits their message through a
channel to an intended receiver,
consequently with a corresponding
effect. These channels may come in a
form of spoken medium or through
digital or technological instruments
like phones, computers, and the like.
This model a ttempts to answer the
question, “Who says what to whom,
through what medium, and with what
effect?”
2. SHANNON AND WEAVER’S
COMMUNICATION MODEL
A development of Lasswell’s model is a
version by Claude Shannon and
Warren Weaver which takes into
account the concept of noise. Much
like in Lasswell’s, this model also
indicates how communication starts
with the information source who then
sends a message with the use of a
transmitter (channel). The signals that
are sent and received can vary
depending on the method of
communication. However, the
difference of the models comes from
the incorporation of the “noise.”
Noise refers to anything that may
interfere – stop or alter – the
message being carried.
3. DAVID BERLO’S SMCR
COMMUNICATION MODEL
Years later, David Berlo developed
Shannon and Weaver’s model shifting
the focus to the context, environment,
and other factors surrounding the
participants involved in the
communication process. These factors
include the following:
 Communication skills such as
reading, writing, speaking,
listening, and watching.Knowledge
about a subject or topic
 Attitude toward the topic and the
audience
 Social and cultural aspects that
influence the content of the
message and the manner by which
it is sent.
FORMS OF COMMUNICATION
1. INTRAPERSONAL
COMMUNICATION
 It is a form of communication
with oneself using internal
vocalization or reflective thinking
(Communication in the Real
World, 2010).
 We exercise intrapersonal
communication more often than
we consciously remember. We do
it every time we quietly decide on
what to, when we contemplate on
what decisions to make, or even
make observations or formulate
opinions about the things around
us which we keep to ourselves.
2. INTERPERSONAL
COMMUNICATION
 Interpersonal communication is a
form of communication between
two different people who may or
may not have a direct relationship
with each other but are mutually
and actively part of the
communication process.
 Interpersonal communication can
be planned or unplanned, but since
it is interactive, it is usually more
structured and influenced by social
expectations (Communication in
the Real World, 2010).
3. GROUP COMMUNICATION
 It is a type of communication
between three or more people
interacting to achieve a specific
objective or certain goal. This form
of communication happens often
during team-based tasks mostly
done in school works or
organizational endeavors.
4. PUBLIC COMMUNICATION
 This is a sender-focused form of
communication in which one
person is typically responsible for
conveying information to an
audience. This form is usually seen
during campaigns, speeches, or
other public speaking events.
Among the other forms of
communication discussed so far,
this is the most formal, intentional,
and goal-oriented type.
5. MASS COMMUNICATION
 Public communication becomes
mass communication when it is
transmitted to many people
through print or electronic media.
In the past, print media such as
newspapers and magazines and
broadcast media like TV and radio
have been the most used channels
for mass communication.
However, in the advent of
 technology, mass communication
has slowly and strategically shifted
its medium to the internet world
through websites and social media.
THE ROLE OF MEDIA AND
INFORMATION IN
COMMUNICATION
This leads us to the two distinct
elements that are intrinsically
interconnected with the concept of
communication – media and
information. In other words, information
is one of the reasons why
communication is done in the first place
and this information can be shared
through media.
DIFFERENT DEFINITIONS OF
MEDIA
 Oxford Learner’s Dictionaries
-  the main ways that large
numbers of people receive
information and entertainment,
that is television, radio,
newspapers, and the internet.
 UNESCO MEDIA AND
INFORMATION LITERACY
CURRICULUM FOR
TEACHERS
- refers to the combination of
physical objects used to
communicate or mass
communication through physical
objects such as radio, television,
computers, or film, etc  source of
credible information in which contents
are provided through an editorial
process determined by journalistic
values and therefore editorial
accountability can be attributed
to an organization or a legal
person.
 David Buckingham (2003),
Director of the London
University Centre for the Study
of Children, Youth and Media
(Callison & Tilley, 2006)
-  something we use when we
want to communicate with people
indirectly, rather than in person or by
face-to-face contact provide
channels through which representations
and images of the world can be
communicated indirectly.
 Presidential Decree No. 1019
(1976)
-  refers to the print medium
of communication, which
includes all newspapers,
periodicals, magazines,
journals, and publications and
all advertising therein, and
billboards, neon signs, and the
like and the broadcast medium
of communication, which
includes radio and television
broadcasting in all their
aspects and all other
cinematographic or radio
promotions and advertising.
MEDIA AND INFORMATION
PLAYS A VITAL ROLE NOT ONLY
IN COMMUNICATION
1. IT MAKES THE WORLD A
SMALLER PLACE
- Social media platforms brings
people from different locations,
background, culture, and race together.
2. IT MAKES COMMUNICATION
CONVENIENT
-Now, people may communicate
without having to wait long through the
existence of email and various
messaging sites and apps.
3. IT SHAPES PUBLIC OPINION
 - Maxwell McCombs explained
that mass media shapes public opinion
through its wide reach, not to mention
the perceived credibility of the media,
they can sway the opinion of their
audience according to the message they
convey.
MEDIA LITERACY,
INFORMATION LITERACY, AND
TECHNOLOGY LITERACY
WHAT IS LITERACY?
UNESCO defines literacy as the
“ability to identify, understand,
interpret, create, communicate, and
compute, using printed and written
materials associated with varying
contexts.” Literacy involves a w ide
range of learning, wherein individuals
able to develop their knowledge and
skills, achieve their goals, and
participate f ully in their community and
wider society.
WHAT IS INFORMATION?
The UNESCO Media and
Information Literacy Curriculum for
Teachers regard information as a
“broad term that can cover data,
knowledge derived from study,
experience, or instruction, signals, or
symbols.”When you use media,
information is referred to as the
“knowledge of specific events or
situation that has been gathered or
received by communication,
intelligence, or newspapers.”
MEDIA LITERACY
 The ability to access, analyze,
evaluate, and create media in a
variety of forms. It aims to
empower citizens by providing
them with the competencies
(knowledge and skills) necessary
to engage with traditional media
and new technologies.
INFORMATION LITERACY
 The ability to recognize when
information is needed, and to
locate, evaluate, and effectively
communicate information in its
various formats.
TECHNOLOGY (DIGITAL)
LITERACY
 The ability of an individual, either
working independently or with
others, to responsibly,
appropriately, and effectively use
technological tools. Using these
tools an individual can
access, manage, integrate,
evaluate, create and communicate
information.
MEDIA INFORMATION
LITERACY
 UNESCO defines Media and
Information Literacy as “a set of
competencies that empowers
citizens to access, retrieve,
understand, evaluate and use, to
create as well as share information
and media content in all formats,
using various tools, in a critical,
ethical and effective way, in order
to participate and engage in
personal, professional and societal
activities.”
 In simpler terms, it is the ability to
effectively and efficiently create,
use, comprehend, and share
information through any mediated
communication. The ability to
navigate the media is a powerful
and crucial skill.
KEY CONCEPTS IN MIL
 4. MEDIA HAVE SOCIAL AND
1. ALL MESSAGES ARE POLITICAL IMPLICATIONS
CONSTRUCTED  The media, as vehicles of
 Messages, as products of media, information, may convey
are created by sources who ideological messages about values,
deliberately or unconsciously power, and authority. The media as
choose the quality and quantity of the press, being the fourth estate,
content they wish to send or also has an explicit capacity of
disseminate –what to include, advocacy and implicit ability to
what to leave out, and how to frame social and political issues.
portray such information. These 5. EACH MEDIA HAS A UNIQUE
decisions f ollow the creator’s AESTHETICS FORMS
opinions and perspective, either  You must remember that the kind,
intentional or instinctive, as quality, and quantity of
influenced by their prior information that you can
knowledge, assumptions, and communicate is determined by the
biases. media that you use. This includes
2. AUDIENCE NEGOTIATE the technical, commercial, and
MEANINGS creative demands of each medium.
 Meanings are truly in people. The
meaning of any media product is
not solely formed by the source or
its creators but a collaboration
between them and the audience –
which means that the different
audiences may have varied
takeaways from the same content.
Much like how creators have their
influences in the messages they
BENEFITS OF MEDIA AND
create, we, as consumers also have
INFORMATION LITERACY
our own baggage too which
1. IT TEACHES YOU HOW TO
determines how we react to and
VERIFY INFORMATION AND
interpret messages.
ACKNOWLEDGE OTHERS’
 MIL encourages us to u nderstand
PERSPECTIVES.
how individual factors, such as
2. IT ENCOURAGES AUDIENCES
age, gender, r ace and social status
TO THINK CRITICALLY.
affect our interpretations of media.
3. I T PROMOTES RESPONSIBLE
3. MEDIA MESSAGES HAVE
INFORMATION SHARING AND
COMMERCIAL APPLICATIONS
DISSEMINATION.
 A lot of themedia messagesthat we
4. IT HELPS YOU IDENTIFY AND
consume every day arefunded by
UNDERSTAND THE MEDIA’S
advertisements or financed by
ROLE IN OUR CULTURE.
businesses. Thus, some of these
5. I T TEACHES YOU TO THINK
content are bound to sell a product
AND DECIDE OBJECTIVELY,
or service or make a profit.
FACTUALLY, AND
REASONABLY.
6. IT ENCOURAGES YOU TO
ACTIVELY PARTICIPATE IN
PUBLIC AFFAIRS AS A CITIZEN.
7. IT TEACHES YOU TO CREATE
YOUR OWN CONTENT
RESPONSIBLY
8. IT MAKES YOU BETTER
APPRECIATE MEDIA PRODUCTS
IMPACT OF MEDIA AND
INFORMATION LITERACY TO
SOCIETY
RESPONSIBLE USE OF
MEDIA AND INFORMATION
INFORMATION DISORDER
 Information Disorder refers to the
many ways our information
environment is polluted– content
are fake, used out of context, or
weaponized to attack certain
individuals or groups of people.
 Understanding this landscape is the
first step towards better and
responsible use of media and
information.
THREE CATEGORIES OF
INFORMATION DISORDER
1. MISINFORMATION – refers to
information that is false, but the person
sharing or disseminating it unknowingly
perceives it as something true.
A. FALSE CONNECTION – when
headlines or visuals do not support the
content
B. MISLEADING CONTENT - by
cropping photos or choosing quotes or
statistics selectively.
2. DISINFORMATION – refers to
content that contains false information
with the deliberate intention to mislead
or deceive the audience.
A. FALSE CONTEXT – when
genuine content is re-circulated out of
its original context.
B. IMPOSTER CONTENT – persons’
bylines used alongside articles they did
not write, or organizations’ logos used
in videos or images they did not create.
C. MANIPULATED CONTENT –
when genuine content is m anipulated to
deceive.
D. FABRICATED CONTENT –
fabricated “news sites” or fabricated
visual.
3. MAL-INFORMATION – refers to
information that is based on reality but
is used to inflict harm.
MEDIA AND INFORMATION
LITERACY SKILLS
THE CENTER FOR MEDIA
LITERACY (2005) LISTS FIVE
CORE CONCEPTS OF MEDIA
LITERACY:
1. All media messages are ‘constructed.’
2. Media messages are constructed
using a creative language with its own
rules. 3. Different people experience the
same media message differently.
4. Media have embedded values and
points of view.
5. Most media messages are organized
to gain profit and/or power.
THE FOLLOWING ARE SEVEN (7)
MIL SKILLS THAT YOU, AS A
MEDIA USER AND PRODUCER,
SHOULD DEVELOP:
1. The ability and willingness to make
an effort to understand content, to
pay attention, and to filter out noise.
2. An understanding of and respect
for the power of media messages.
3. The ability to distinguish emotional
from reasoned reactions when
responding to content and to act
accordingly.
4. Development of heightened
expectations of media content
5. A knowledge of genre conventions
and the ability to recognize when they
are being mixed.
6. The ability to think critically about
media messages, no matter how
credible their sources.
7. A knowledge and appreciation of
the internal language of various
media and the ability to understand
its effects, no matter how complex.
ACCESS- to information, to
communication tools
ANALYSIS- of how media is
constructed
EVALUATION- of a content's
meaning, value, purpose, and
point of view
CREATION- of a media content or
message.
MY RESPONSIBILITY AS A
MEDIA CONSUMER
FIVE KEY QUESTIONS RELATED
TO THE FIVE CORE CONCEPTS
OF MEDIA LITERACY:
Who created this message? (Author)
What creative techniques are used to
attract my attention? (Format)
How might other people understand
this message differently than me?
(Audience)
What values, lifestyles and points of
view are represented in, or omitted
from, this message? (Content)
Why is t his message being sent?
(Purpose)
MY RESPONSIBILITY AS A
MEDIA PRODUCER
1. GIVE CREDIT WHERE CREDIT
IS DUE.
2. AVOID SHARING RAW AND
UNVERIFIED INFORMATION
3. THINK ABOUT WHO CAN SEE
WHAT YOU HAVE SHARED
4. BE OPEN TO LEARNING AND
CONSTRUCTIVE CRITICISMS
5. SHARE EXPERT KNOWLEDGE
6. RESPECT OTHER PEOPLE’S
PRIVACY
7. ALWAYS BE RESPECTFUL
MODULE 2
EVOLUTION OF MEDIA
Pre-Industrial Age (Before 1700s) -
People discovered fire, developed paper
from plants,
and forged weapons and tools with
stone, bronze, copper and iron.
Examples:
• Cave paintings (35,000 BC)
• Clay tablets in Mesopotamia (2400
BC)
• Papyrus in Egypt (2500 BC)
• Acta Diurna in Rome (130 BC)
• Dibao in China (2nd Century)
• Codex in the Mayan region (5th
Century)
• Printing press using wood blocks
(220 AD)
Industrial Age (1700s-1930s) - People
used the power of steam, developed
machine tools,
established iron production, and the
manufacturing of various products
(including books
through the printing press). Examples:
• Printing press for mass production
(19th century)
• Newspaper- The London Gazette
(1640)
• Typewriter (1800)Telephone (1876)
• Commercial motion pictures (1913)
• Motion picture photography/projection
(1890)
• Telegraph
• Motion picture with sound (1926)
• Punch cards
Electronic Age (1930s-1980s) - The
invention of the transistor ushered in the
electronic age.
People harnessed the power of
transistors that led to the transistor
radio, electronic circuits,
and the early computers. In this age,
long distance communication became
more efficient.
Examples:
• Transistor Radio
• Television (1941)
• Large electronic computers- i.e.
• Mainframe computers - i.e. IBM
704(1960)EDSAC (1949) and UNIVAC
1 (1951)
• Personal computers - i.e. Hewlett- •
OHP, LCD projectors Packard 9100A
(1968), Apple 1 (1976)
Information Age (1900s-2000s) - The
Internet paved the way for faster
communication and
the creation of the social network.
People advanced the use of
microelectronics with the
invention of personal computers, mobile
devices, and wearable technology.
Moreover, voice,
image, sound and data are digitalized.
We are now living in the information
age.
Examples:
• Web browsers: Mosaic (1993),
• Blogs: Blogspot (1999), LiveJournal
(1999) , Wordpress (2003)
(2000)
• Smart phones
Internet Explorer (1995)
• Cloud and Big Data
• Social networks: Friendster (2002), •
Microblogs: Twitter (2006), Tumblr
(2007)
Multiply (2003), Facebook (2004)
Video: YouTube (2005)
• Wearable technology
• Video chat: Skype (2003), Google
• Augmented Reality / Virtual Reality
Hangouts (2013)
• Search Engines: Google (1996),
• Portable computers- laptops (1980),
Yahoo (1995) netbooks (2008), tablets
(1993)
As Briggs and Burke note, these
advances meant that “hundreds of
thousands of
components could be carried on a
microprocessor.” The reduction of
many different kinds of
content to digitally stored information
meant that “print, film, recording,
radio and television
and all forms of telecommunications
[were] now being thought of
increasingly as part of one complex.”
This process, also known as
CONVERGENCE, is a force that’s
affecting media today.
ROLES OF MEDIA IN A
DEMOCRATIC SOCIETY
1. Channel . It provides opportunities
for people to communicate, share ideas,
speculate, tell stories and give
information.
2. Watchdog. It exposes corrupt
practices of the government and the
private sector. Creating a space wherein
governance is challenged or scrutinized
by the governed. It also guarantees free
and fair elections.
3. Resource center. It acts as a gateway
of information for the society’s
consumption. Also, it becomes a keeper
of memories of the community,
preserver
of heritage and source of academic
knowledge.
4. Advocate. Through its diverse
sources or formats, it bridges the gap of
digital divide.
The Internet of Things (IoT) refers to
the use of intelligently connected
devices and systems to leverage data
gathered by embedded sensors and
actuators in machines and other
physical objects.
By which mobile operators have
identified the following key distinctive
features:
1. The Internet of Things can enable
the next wave of life-enhancing
services across
several fundamental sectors of the
economy.
2. Meeting the needs of customers
may require global distribution
models and consistent
global services.
3. The Internet of Things presents an
opportunity for new commercial
models to support
mass global deployments.
4. The majority of revenue will arise
from the provision of value-added
services and
mobile operators are building new
capabilities to enable these new
service areas.
5. Device and application behaviour
will place new and varying demands
on mobile networks.
TYPES OF MEDIA
MEDIA - Media simply refers to a
vehicle or means of message delivery
system to carry an ad
message to a targeted audience. Media
like TV, Radio, Print, Outdoor and
Internet are instruments to convey an
advertising message to the public.
DIFFERENT TYPES OF MEDIA
1. Print Media
 media consisting of paper and ink,
reproduced in a printing process
that is traditionally mechanical.
 It is used to describe the
traditional or "oldfashioned" print-
based media that today's parents
grew up with, including
newspapers, magazines, books,
and comics or graphic novel.
2. Broadcast Media
 media such as radio and television
that reach target audiences
using airwaves as the transmission
medium.
3. Film/Movies
 These are the oldest form of
motion picture technology capable
of capturing lifelike video-style
images.
 Originally, movies could only be
consumed at a neighborhood
movie theater, but these days
movies are widely available for
people to consume in their homes,
on their computers, and even in
through their telephones.
 Commercial movies are broadcast
on television, and via cable and
satellite services which may
feature High Definition (HD)
video resolution and sound,
essentially allowing the movie
theater experience to be replicated
in a home theater environment.
4. New Media
 content organized and distributed
on digital platforms such as the
Internet.
 It refers to “those digital media
that are interactive, incorporate
two-way communication and
involve some form of computing,”
Robert Logan writes in his book
Understanding New Media.
 New media is “very easily
processed, stored, transformed,
retrieved, hyperlinked and, perhaps
most radical of all, easily searched
for and accessed.
MEDIA CONVERGENCES
 is the merging of mass
communication outlets – print,
television, radio, the Internet along
with portable and interactive
technologies through various
digital media platforms.
 is the blending of multiple media
forms into one platform for
purposes of delivering a dynamic
experience.
MASS MEDIA
 It is known as being one of the
most significant forces in modern
culture. It refers to channels of
communication that involve
transmitting information in some
way, shape or form to large
numbers of people.
 Further, it is a communication—
whether written, broadcast, or
spoken—that reaches a large
audience. This includes television,
radio, advertising, movies, the
Internet, newspapers, magazines,
and so forth.
MEDIA EFFECTS
 These are the intended or
unintended consequences of what
the mass media does (Denis
McQuail, 2010).
 Further, it is typically defined as
social or psychological responses
occurring in individuals, dyads,
small groups, organizations, or
communities as a result of
exposure to or processing of or
otherwise acting on media messages.
1. THIRD – PARTY THEORY
People think they are more immune to
media influence than others.
2. RECIPROCAL EFFECT
When a person or event gets media
attention, it influences the way the
person acts or the way the event
functions. Media coverage often
increases self-consciousness,
which affects our actions.
3. BOOMERANG EFFECT
It refers to media-induced change that is
counter to the desired
change.Communicative messages are
often constructed strategically.
4. CULTIVATION THEORY
(GEORGE GERBNER)
It states that media exposure,
specifically to television, shapes our
social reality by giving us a distorted
view on the amount of violence
and risk in the world.
5. AGENDA-SETTING THEORY
(LIPPMANN/ MCCOMBS AND
SHAW)
It process whereby the mass media
determine what we think and worry
about. Further, public reacts not to
actual events but to the pictures in our
head, created by media.
6. PROPAGANDA MODEL OF
MEDIA CONTROL (HERMAN &
CHOMSKY )
The model tries to understand how the
population is manipulated, and how the
social, economic, political attitudes are
fashioned in the minds of people
through propaganda.
MEDIA AND INFORMATION
SOURCES
A. INDIGENOUS KNOWLEDGE*
(IK)
 is an unconventional source of
information.
 It is also known as local
knowledge.
 According to Warren (1991), it is
the knowledge that is unique to a
given culture or society.
 It may contrast with the
international knowledge system
generated by universities, research
institutions and private firms.
B. LIBRARY*. It is a place in which
literary, musical, artistic, or reference
materials (such
as books, manuscripts, recordings, or
films) are kept for use but not for sale. It
was
existed because of the birth of the
printing press. And expected to select
and provide
content that area easy to access. Its main
role is to organize and provide you
access
information. And labelled as “steward
of good information”.
TYPES OF LIBRARY
1. ACADEMIC LIBRARY . It serves
colleges and universities.
2. PUBLIC LIBRARY. It serves cities
and towns of all types.
3. SCHOOL LIBRARY. It serves
students from Kindergarten to Grade 12.
4. SPECIAL LIBRARY- These are in
specialized environments, such as
hospitals, corporations, museums, the
military, private business, and the
government.
C. INTERNET*. It is a global
computer network providing a variety of
information and
communication facilities, consisting of
interconnected networks using
standardized communication protocols.
1. AUTHORSHIP . It is critical to
relate the ideas you find at a site to a
particular
author, organization, or business
2. PUBLISHING BODY. Anyone with
an Internet Service Provider (AT&T,
UP.net, NMU, etc.) can put up a Web
page. As a result, you need to have
some idea whether the group claiming
responsibility for the information on the
Web site is
legitimate.
3. ACCURACY AND
VERIFIABILITY. A source of
information is known to be scholarly
when it provides references to the
information presented.
4. CURRENCY . Some information is
very time sensitive. There have been
incredible changes in search engine
technology and new developments
appear almost monthly. Regardless, a
site should always provide some
indication of when the information was
created or the site was last updated.
ACCURACY, RELIABILITY AND
VALUE OF INFORMATION
1. RELIABILITY OF
INFORMATION - Information is said
to be reliable if it can be verified and
evaluated.
ACCURACY OF INFORMATION -
Accuracy refers to the closeness of the
report to the actual data. Measurement
of accuracy varies, depending on the
type of information being evaluated.
3. VALUE OF INFORMATION -
Information is said to be of value if it
aids the user in making or
improving decisions.
4. AUTHORITY OF THE SOURCE -
Sources with an established expertise on
the subject matter are
considered as having sound authority on
the subject.
5. TIMELINESS - Reliability,
accuracy, and value of information may
vary based on the time
it was produced or acquired.
MODULE 3:
LANGUAGES AND POLICIES IN
MEDIA AND INFORMATION
MEDIA AND INFORMATION
LANGUAGES
GENRE
 It is a French word which means
“Kind” or “Class”. The original
Latin word is “genus” and mean
class of things that can be broken
down into subcategories.
 It tends to be understood to
constitute particular conventions of
contents and following a
distinctive style in terms of form
and presentation
1. NEWS.
 These are stories that have critical
importance to community and
national life.
 News stories are also told
following the basic structure of
beginning, middle and end.
 Journalists, people trained to report
news to an audience, are expected
to be objective,
comprehensive and bias-free. They
work for newspaper, radio stations,
televisions, and lately, online or web-
based news services.
 Major Division for News stories:
Hard or straight news; Feature,
Soft News, Investigative News,
Opinion.
2. ENTERTAINMENT
 It is derived from the French word
“entretenir” which means “to hold
the attention, keep busy, or
amused.
This a comprehensive movie genres list:
(A) ACTION MOVIES require stunts,
set pieces, explosions, guns, and karate.
They are usually about a clear hero and
a clear villain. Action movie stakes are
huge, like saving
the world or the universe.
(B) ADVENTURE MOVIES are
usually built around a quest. They take
place in faraway lands or jungles. They
can be swashbucklers or
treasure hunts.
(C) COMEDY FILMS usually are
written with a few laughs a scene.
Comedy films can vary in their darkness
and the way they deal with life and
death. They tend to be shorter films,
spoofs and can have
broader casts.
(D) DRAMA is regularly mashed up
with other genres because most movies
and tv rely on character-driven stories to
keep the audience involved. These are
serious stories
that hinge on events that regularly
happen in everyday life.
(E) HORROR FILM focuses on
adrenaline rides for the audience that
dial in the gore, scares
and creative monsters. It also is seen as
the most bankable genre with a huge
built-in audience.
(F) ROMANCE MOVIES are about
people coming together, falling apart,
and all the hurdles in between. Love is a
universal language. They can be paired
with comedy
and ram.
(G) THRILLER MOVIES. This is
usually linked with horror, action, and
drama, but thrillers are about exciting
situations that have constant danger.
(H) WAR/CONFLICT MOVIES are
about POWs, men in foxholes, tanks,
and planes. They're about people finding
commonalities, differences, and
sacrificing their lives.
CODES
 These are system of signs that
when put together create meaning.
TYPE OF CODES
1. TECHNICAL CODES
 The way in which equipment is
used to tell the story (camera
techniques, framing, depth of
fields, lighting and etc.)
CAMERA TECHNIQUES
1. EXTREME WIDE SHOT
 Shot of, e.g a large crow or a view
of scenery as far horizon.
2. WIDE SHOT
 A view of situation or setting from
a distance
3. MEDIUM SHOT
 Shows a subject down to his or her
waist with a space above to his or
her head.
4. MEDIUM CLOSE- UP
 Shows a subject down to his or her
chest with a space above to his or
her head.
5. CLOSE- UP
 A full screen shot of a subject face
6. TWO SHOT
 A two shot is a type of shot in
which the frame encompasses two
people. The subjects do not have to
be next to each other, and there are
many common two shots which
have one subject in the foreground
and the other subject in the
background.
7. CUT AWAY
 is the interruption of a continuous
shot by inserting a shot of
something else. Usually, you then
cut back to the first shot. These can
be done within the same scene,
cuts to other scenes, or even as one
continuous shot as the camera pans
across to something else.
8. OVER THE SHOULDER
 The Over the shoulder shot is a
camera angle used in film and
television, where the camera is
placed above the back of the
shoulder and head of a subject.
This shot is most commonly used
to present conversational back and
forth between two subjects.
9. POINT OF VIEW
 also known as POV shot, is an
angle that shows what a character
is looking at. Typically POV shots
are placed in between a shot of a
character looking at something and
a shot showing the character's
reaction.
10. SELECTIVE FOCUS
 Using a shallow depth of field the
subject can be rendered in sharp
focus with the rest of the image
blurring into the image foreground
and background.
11. EYE-LEVEL
 It refers to when the level of your
camera is placed at the same height
as the eyes of the characters in
your frame.
12. HIGH ANGLE
 It is a cinematic technique where
the camera looks down on the
subject from a high angle and the
point of focus often gets
"swallowed up".
13. LOW ANGLE
 It is a shot from a camera angle
positioned anywhere below the eye
line, pointing upward.
14. BIRD'S EYE VIEW
 A shot in which the camera shoots
a scene from directly overhead. It
usually has an extreme long shot,
to establish setting.
15. WORM’S EYE VIEW
 is a shot that is looking up from the
ground, and is meant to give the
viewer the feeling that they are
looking up at the character from
way below and it is meant to show
the view that a child or a pet would
have.
2. SYMBOLIC CODES
 It shows what is beneath the
surface of what we see (objects,
setting, body language, clothing,
color, etc. )
1. SETTING
 is the time and place of the
narrative. When discussing
setting, you can describe the
setting of the whole story or just a
specific scene.
2. MISE EN SCENE
 It is a French term that means
‘everything within the frame’. In
media terms it has become to
mean the description of all the
objects within a frame of the media
product and how they have been
arranged.
 An analysis of mise en
scene includes:
 Set Design
 Costume
 Props
 Staging and Composition
3. ACTING
 Actors portray characters in media
products and contribute to
character development, creating
tension or advancing the narrative.
 The actor portrays a character
through:
 Facial expression
 Body Language
 Vocal qualities
 Movement
 Body contact
4. COLOUR
 Colour has highly cultural and
strong connotations.
 When studying the use of
colour in a media product the different
aspects to be looking at are:
 Dominant colour
 Contrasting foils
 Colour symbolism
3. WRITTEN CODES.
 These are the formal written
language used in a media product.
 It can be used to advance a
narrative, communicate
information about a character or
issues and themes.
 It includes printed language which
is text you can see within the frame
and how it is presented, and also
spoken language, which includes
dialogue and song lyrics.
CONVENTIONS
 These are the accepted ways of
using media codes. These are
closely connected to the audience
expectations of a media product.
TYPES OF CONVENTIONS
1. FORM CONVENTIONS
 These are the certain ways we
expect types of media’s codes to
be arranged.
2. STORY CONVENTIONS
 These are common narrative
structures and understandings that
are common in story telling media
products.
 Examples of story conventions
include:
 Narrative structures
 Cause and effect
 Character construction
 Point of View
3. GENRE CONVENTIONS
 It points to the common use of
tropes, characters, settings or
themes in a particular type of
medium.
 Genre conventions are closely
linked with audience expectations.
 Genre conventions can be formal
or thematic.
LEGAL AND ETHICAL ISSUES IN
MEDIA AND INFORMATION
Intellectual property (IP)
 refers to creations of the mind,
such as inventions; literary and
artistic works designs and symbols,
names and images used in
commerce
TYPES OF INTELLECTUAL
PROPERTY
COPYRIGHT
 a legal device that gives the
creator of a literary, artistic,
musical, or other creative work the
sole right to publish and sell that
work.
 Copyright owners have the right to
control the reproduction of their
work, including the right to receive
payment for that reproduction.
 An author may grant or sell those
rights to others, including
publishers or recording companies.
 Violation of a copyright is called
infringement.
PLAGIARISM
 is an act or instance of using or
closely imitating the language and
thoughts of another author without
authorization; the representation of
that author's work as one's own, as
by not crediting the original
author.
TYPES OF PLAGIARISM
 SOURCES NOT CITED
1. THE GHOST WRITER
 The writer turns in another’s work,
word-for-word, as his or her own.
2. THE PHOTOCOPY
 The writer copies significant
portions of text straight from a
single source, without alteration.
3. THE POTLUCK PAPER
 The writer copies from several
different sources, tweaking the
sentences to make them fit together
while retaining most of the original
phrasing.
4. THE POOR DISGUISE
 The writer has altered the paper’s
appearance slightly by changing
key words and phrases.
5. THE LABOR OF LAZINESS
 The writer takes the time to
paraphrase most of the paper from
other sources and make it all fit
together.
6. THE SELF-STEALER
 The writer “borrows” generously
from his or her previous work.
 SOURCES CITED (BUT STILL
PLAGIARIZED) RESPONSIBLE DIGITAL
1. THE FORGOTTEN FOOTNOTE CITIZENSHIP
 The writer mentions an author’s  Digital citizenship refers to having
name for a source, but neglects to the appropriate knowledge and
include specific information on the skills to effectively use digital
location of the material referenced. technologies to communicate with
2. THE MISINFORMER - others, participate in society and
 The writer provides inaccurate create and consume digital content.
information regarding the sources, NETIQUETTE
making it impossible to find them.  Netiquette, or network etiquette, is
3. THE TOO-PERFECT a set of socially constructed rules
PARAPHRASE and norms for behaving and
 The writer properly cites a source, communicating responsibly in an
but neglects to put in quotation online environment.
marks on text that has been copied  Simply stated, it is the etiquette of
word-for-word, or close to it. cyberspace.
4. THE RESOURCEFUL CITER VIRGINIA SHEA'S THE CORE
 The writer properly cites all RULES OF NETIQUETTE
sources, paraphrasing and using RULE 1: REMEMBER THE
quotations appropriately. The HUMAN
catch? The paper contains almost RULE 2: ADHERE TO THE SAME
no original work! STANDARDS OF BEHAVIOR
5. THE PERFECT CRIME ONLINE THAT YOU FOLLOW IN
 The writer properly quotes and REAL LIFE
cites sources in some places, but RULE 3: KNOW WHERE YOU ARE
goes on to paraphrase other IN CYBERSPACE
arguments from those sources RULE 4: RESPECT OTHER
without citation. PEOPLE'S TIME AND
FAIR USE BANDWIDTH
 means you can use copyrighted RULE 5: MAKE YOURSELF LOOK
materials without license only for GOOD ONLINE
certain purposes. RULE 6: SHARE EXPERT
These include: KNOWLEDGE
1. Commentary RULE 7: HELP KEEP FLAME
2. Criticism WARS UNDER CONTROL
3. Reporting RULE 8: RESPECT OTHER
4. Research PEOPLE'S PRIVACY
5. Teaching RULE 9: DON'T ABUSE YOUR
GUIDELINES FOR FAIR USE POWER
• A Majority of the content you create RULE 10: BE FORGIVING OF
must be your own. OTHER PEOPLE'S MISTAKES
• Give credit to the copyright holder
• Don’t make money off of the THINK
copyrighted work T – Is it true?
H – Is it helpful?
I – Is it inspiring?
N – Is it necessary?
K – Is it kind?
Digital Divide
 is an inequality or disparity
between demographic groups in
terms of access to, use of, or
knowledge of ICT.
 Different segments have varying
levels of knowledge and access to
digital developments due to a
number of factors which include,
but not limited to: race, age,
education, income, socioeconomic
status, and geographical location.
 Digital divide may further be
grouped into three divisions, as
relayed by The Manila Times
writer Noemi Lardizabal-Dado
(2019):
THE DIGITAL NATIVE AND THE
DIGITAL IMMIGRANTS
 The people born in the Internet and
digital technology age are who we
call as digital natives. Digital
immigrants, on the other hand, are
those born before the widespread
adoption of computers and the
Internet and has had to adopt
digital technology later in life.
THE DIGITAL RICH AND THE
DIGITAL POOR
 A huge part of the digital divide,
especially in developing countries
such as the Philippines, is the
differences in socioeconomic
status of social groups. The
financial capacity of an individual
affects his ability to purchase a
gadget and a reliable Internet
access. Smartphones
aregettingmore affordable but a
stable Internet accessis still a
workin progress (Dado, 2019).
THE DIGITAL SKILLED AND THE
DIGITAL UNSKILLED
 A discrepancy in terms of digital
skills occurs because of the lack of
funds and opportunities. Similarly
to the aforementioned, lack of
digital skills may stem from an
individual’s socioeconomic status.
A person belonging to a family
falling below poverty line would
most probably have less to no
access to digital devices and stable
Internet connection.
INTERNET ADDICTION
 Merriam-Webster Dictionary
defines addiction as “a compulsive,
chronic, physiological or
psychological need for a habit-
forming substance, behavior, or
activity having harmful physical,
psychological, or social effects.”
 When we speak of addiction, we
commonly associate it with
substances like recreational o r
illegal d rugs. H owever, due to the
widespread use of the Internet, the
digital age has ushered an
addiction that has become a
growing concern in the society –
Internet Addiction.
 Internet addiction may come in
different forms such as social
media addiction, video game
addiction, cybersex or online sex
addiction, and online gambling
addiction.
CYBERBULLYING
 Online violence, cyber bullying
and digital harassment affect over
70 percent of young people
globally, according to the United
Nations Children’s Fund
 (UNICEF), as it called on internet
users to “be kind online” and
prevent this form of violence.
 These cases are only a tiny fraction
of this figure, just a few out of the
countless victims of cyberbullying
with some still constantly battling
the pains and demoralization while
others, in extreme cases,
succumbing to suicide.
 By definition, cyberbullying is a
type of offensive action toward
another which takes place using
electronic technology (Liquigan,
2016).
PHILOSOPHY
 “Philosophy” came from two
Greek words:
 Philo which means “to love”
 Sophia which means “wisdom”
 Philosophy originally meant “love
of wisdom.”
 Philosophy is also defined as the
science that by natural light of
reason studies the first causes or
highest principles of all things.
 Science
 It is an organized body of
knowledge.
 It is systematic.
 It follows certain steps or employs
certain procedures.
 Natural Light of Reason
 It uses a philosopher’s natural
capacity to think or human reason
or the so-called unaided reason.
 Study of All Things
 It makes philosophy distinct from
other sciences because it is not one
dimensional or partial.
 A philosopher does not limit
himself to a particular object of
inquiry.
 Philosophy is multidimensional or
holistic.
 First Cause or Highest Principle
 Principle of Identity – whatever is;
whatever is not is not. Everything
is its own being, and not being is
not being.
 Principle of Non-Contradiction – it
is impossible for a thing to be and
not to be at the same time.
 Principle of Excluded Middle – a
thing is either is or is not; between
being and not-being, there is no
middle ground possible.
 Principle of Sufficient Reason –
nothing exists without sufficient
reason for its being and existence.
 Early Greek philosophers studied
aspects of the natural and human
world that later became separate
 sciences—astronomy, physics,
psychology, and sociology.
 Basic problems like the nature of
the universe, the standard of
justice, the validity of knowledge,
the correct application of reason,
and the criteria of beauty have
been the domain of philosophy
from its beginnings to the present.
 These basic problems are the
subject matter of the branches of
philosophy.
METAPHYSICS
 It is an extension of a fundamental
and necessary drive in every
human being to know what is real.
 A metaphysician’s task is to
explain that part of our experience
which we call unreal in terms of
what we call real.
 We try to make things
comprehensible by simplifying or
reducing the mass of things we call
appearance to a relatively fewer
number of things we call reality.
 Thales
 He claims that everything we
experience is water (“reality”) and
everything else is “appearance.”
 We try to explain everything else
(appearance) in terms of water
(reality).
 Idealist and Materialist
 Their theories are based on
unobservable entities: mind and
matter.
 They explain the observable in
terms of the unobservable.
 Plato
 Nothing we experience in the
physical world with our five senses
is real.
 Reality is unchanging, eternal,
immaterial, and can be detected
only by the intellect.
 Plato calls these realities as ideas
of forms.
ETHICS
 It explores the nature of moral
virtue and evaluates human
actions.
 It is a study of the nature of moral
judgments.
 Philosophical ethics attempts to
provide an account of our
fundamental ethical ideas.
 It insists that obedience to moral
law be given a rational foundation.
 Socrates
 To be happy is to live a virtuous
life.
 Virtue is an awakening of the
seeds of good deeds that lay
dormant in the mind and heart of a
person which can be achieved
through self-knowledge.
 True knowledge = Wisdom =
Virtue
 Courage as virtue is also
knowledge.
 William Edward Burghardt Du
Bois
 An African-American who wanted
equal rights for the blacks.
 His philosophy uses the same
process as Hegel’s dialectic
(Thesis > Antithesis > Synthesis).
EPISTEMOLOGY
 It deals with nature, sources,
limitations, and validity of
knowledge.
 It explains: (1) how we know what
we claim to know; (2) how we can
find out what we wish to know;
and (3) how we can differentiate
truth from falsehood.
 It addresses varied problems: the
reliability, extent, and kinds of
knowledge; truth; language; and
science and scientific knowledge.
 Sources of knowledge
 Induction
 gives importance to particular
things seen, heard, and touched
 forms general ideas through the
examination of particular facts
 Empiricist – advocates of
induction method
 Empiricism is the view that
knowledge can be attained only
through sense experience.
 Deduction
 gives importance to general law
from which particular facts are
understood or judge.
 Rationalist – advocates of
deduction method
 For a rationalist, real knowledge is
based on the logic, the laws, and
the methods that reason develops.
 Pragmatism – the meaning and
truth of an idea are tested by its
practical consequences
LOGIC
 Reasoning is the concern of the
logician.
 It comes from the Greek word
logike, coined by Zeno, the Stoic
(c.340–265BC), which means a
treatise on matters pertaining to the
human thought.
 It does not provide us knowledge
of the world directly and does not
contribute directly to the content of
our thoughts.
 It is not interested in what we
know regarding certain subjects
but in the truth or the validity of
our arguments regarding such
objects.
 Aristotle
 First philosopher to devise a
logical method
 Truth means the agreement of
knowledge with reality.
 Logical reasoning makes us certain
that our conclusions are true.
 Zeno of Citium
 One of the successors of Aristotle
and founder of Stoicism
 Other influential authors of logic
 Cicero, Porphyry, and Boethius
 Philoponus and Al-Farabi,
Avicenna, and Averroes
AESTHETICS
 It is the science of the beautiful in
its various manifestations –
including the sublime, comic,
tragic, pathetic, and ugly.
 It is important because of the
following:
 It vitalizes our knowledge. It
makes our knowledge of the world
alive and useful.
 It helps us to live more deeply and
richly. A work of art helps us to
rise from purely physical existence
into the realm of intellect and the
spirit.
 It brings us in touch with our
culture. The answers of great
minds in the past to the great
problems of human life are part of
our culture.
 Hans-Georg Gadamer
 A German philosopher who argues
that our tastes and judgments
regarding beauty work in
connection with one’s own
personal experience and culture.
 Our culture consists of the values
and beliefs of our time and our
society.
WAYS OF DOING PHILOSOPHY
PHILOSOPHIZING
 is to think or express oneself in a
philosophical manner.
 discusses a matter from a
philosophical standpoint
PHENOMENOLOGY: ON
CONSCIOUSNESS
 Phenomenology was founded by
Edmund Husserl.
 A method for finding and
guaranteeing the truth that
focuses on careful inspection and
description of phenomena or
appearances.
 It comes form the Greek word
phainómenon meaning
“appearance.”
 It is the scientific study of the
essential structures of
consciousness.
 Husserl’s phenomenology is the
thesis that consciousness is
intentional.
 Every act of consciousness is
directed at some object or
another, possibly a material object
or an “ideal” object.
 The phenomenologist can describe
the content of consciousness and
accordingly, the object of
consciousness without any
particular commitment to the
actuality or existence of that
object.
 Phenomenology uncovers the
essential structures of experience
and its objects.
HUSSERL’S
PHENOMENOLOGICAL
STANDPOINT
 The first and best known is the
epoche or “suspension” that
“brackets” all questions of truth
or reality and simply describes
the contents of consciousness.
 The second reduction eliminates
the merely empirical contents of
consciousness and focuses
instead on the essential features,
the meanings of consciousness.
 Phenomenologists are interested
in the contents of consciousness,
not on things of the natural
world as such.
EXISTENTIALISM: ON FREEDOM
 Existentialism is not primarily a
philosophical method nor is it
exactly a set of doctrines but more
of an outlook or attitude supported
by diverse doctrines centered on
certain common themes.
 the human condition or the relation
of the individual to the world;
 the human response to that
condition;
 being, especially the difference
between the being of person
(which is “existence”) and the
being of other kinds of things;
 human freedom;
 the significance (and
unavoidability) of choice and
decision in the absence of certainty
and;
 the concreteness and subjectivity
of life as lived, against abstractions
and false objectifications.
 Existentialism emphasizes the
importance of free individual
choice, regardless of the power of
other people to influence and
coerce our desires, beliefs, and
decisions.
 To be human, to be conscious, is to
be free to imagine, free to choose,
and responsible for one’s life.
 One of the continuing criticisms of
existentialism is the obscurity and
the seeming elusiveness of the
ideal of authenticity.
POSTMODERNISM: ON
CULTURES
 Postmodernism is not a
philosophy.
 “Postmodernism” has come into
vogue as the name for a rather
diffuse family of ideas and trends
that in significant respect rejects,
challenges, or aims to supersede
“modernity”.
 Postmodernists believe that
humanity should come at truth
beyond the rational to the non-
rational elements of human nature,
including the spiritual.
 Beyond exalting individual
analysis of truth, postmodernists
adhere to a relational, holistic
approach.
ANALYTIC TRADITION
 For analytic philosophers,
language cannot objectively
describe truth because language is
socially conditioned.
 Analytic philosophy is the
conviction that to some significant
degree, philosophical problems,
puzzles, and errors are rooted in
language and can be solved or
avoided by a sound understanding
of language and careful attention to
its workings.
LOGIC AND CRITICAL
THINKING: TOOLS IN
REASONING
 Logic is centered in the analysis
and construction of arguments.
 Critical thinking is distinguishing
facts and opinions or personal
feelings.
 Critical thinking also takes into
consideration cultural systems,
values, and beliefs and helps us
uncover bias and prejudice and be
open to new ideas not necessarily
in agreement with previous
thought.
 Two basic types of reasoning:
 Inductive reasoning which is based
from observations in order to make
generalizations.
 Deductive reasoning which draws
conclusion from usually one broad
judgment or definition and one
more specific assertion, often an
inference.
 An argument (deductive argument)
is valid and sound if it is a product
of logically constructed premises.
 Validity comes from a logical
conclusion based on logically
constructed premises.
 An argument (inductive argument)
is strong if it provides probable
support to the conclusion.
 A strong argument with true
premises is said to be cogent.
FALLACIES
 A fallacy is a defect in an
argument.
 Fallacies are detected by
examining the contents of the
argument.
COMMON FALLACIES
APPEAL TO PITY
(ARGUMENTUM AD
MISERICORDIAM)
 An attempt to win support for an
argument or idea by exploiting his
or her opponent’s feelings of pity
or guilt.
APPEAL TO IGNORANCE
(ARGUMENTUM AD
IGNORANTIAM)
 What has not been proven false
must be true and vice versa.
EQUIVOCATION
 A logical chain of reasoning of a
term or a word several times, but
giving the particular word a
different meaning each time.
COMPOSITION
 Something is true of the whole
from the fact that it is true of some
part of the whole.
DIVISION
 Something true of a thing must
also be true of all or some of its
parts.
AGAINST THE PERSON
(ARGUMENTUM AD HOMINEM)
 It links the validity of a premise to
a characteristic or belief of the
person advocating the premise.
APPEAL TO FORCE
(ARGUMENTUM AD BACULUM)
 An argument where force,
coercion, or the threat of force is
given as a justification for a
conclusion.
APPEAL TO THE PEOPLE
(ARGUMENTUM AD POPULUM)
 An argument that appeals or
exploits people’s vanities, desire
for esteem, and anchoring on
popularity.
FALSE CAUSE (POST HOC)
 Since that event followed this one,
that event must have been caused
by this one.
HASTY GENERALIZATION
 Making an inductive generalization
based on insufficient evidence.
BEGGING THE QUESTION
(PETITIO PRINCIPII)
 An argument where the
proposition to be proven is
assumed implicitly or explicitly in
the premise.

PHILOSOPHY
THE PERSON AS EMBODIED
SPIRIT
TRANSCENDENCE
 According to Thomas Merton
(1948), there is no other way to
find who we are than by finding in
ourselves the divine image.
 We have to struggle to regain
spontaneous and vital awareness of
our own spirituality.
 Transcendental and transcendence
convey the basic ground concept
from the words’ literal meaning
(from Latin), of climbing or going
beyond, with varying connotations
in its different historical and
cultural stages.
THREE MAIN SPIRITUAL
PHILOSOPHIES ON
TRANSCENDENCE
HINDUISM
 At the heart of Hinduism lies the
idea of human beings’ quest for
absolute truth, so that one’s soul
and the Brahman or Atman
(Absolute Soul) might become
one.
 Human beings have dual nature:
the spiritual and immortal essence
(soul) which is considered real;
and the empirical life and
character.
 Hindus generally believe that the
soul is eternal but is bound by the
law of Karma (action) to the world
of matter, which it can escape only
after spiritual progress through an
endless series of births.
 Hindu’s view of reality places a lot
of emphasis on the attainment of
self-knowledge.
 The goal of human life as
conceived by the different
Upanishads is to overcome
congenital ignorance.
 True knowledge (vidya) consists
an understanding and realization of
the individual’s real self (atman) as
opposed to lower knowledge that is
limited to an interpretation of
reality based solely on the data
offered by sense experience.
 One concept common to all
expressions of Hinduism is the
oneness of reality.
 When we realize this unity with
the absolute, we realize our true
destiny.
 Also common to all Hindu thought
are the four primary values:
wealth, pleasure, duty, and
enlightenment.
 To understand enlightenment, one
must understand the law of karma,
the law of sowing and reaping.
 The wheel of existence turns until
we achieve enlightenment.
BUDDHISM
 Another major Eastern tradition
which sprang from the life
experience and teaching of
Siddhartha Gautama or the
Buddha, the highborn Prince of the
Sakya clan in the kingdom of
Magadha, who lived from 560 to
477 B.C.
 Gautama’s life was devoted to
sharing his “Dharma” or Law of
Salvation – a simple presentation
of the gospel of inner cultivation of
right spiritual attitudes, coupled
with a self-imposed discipline
whereby bodily desires would be
channelled in the right directions.
 Eradication of desire may be
accomplished only by following
the Eightfold Path of earnest
endeavor.
 right belief in and acceptance of
the “Fourfold Truth”;
 right aspiration for one’s self and
for others;
 right speech that harms no one;
 right conduct, motivated by
goodwill toward all human beings;
 right means of livelihood, or
earning one’s living by honorable
means;
 right endeavor, or effort to direct
one’s energies toward wise ends;
 right mindfulness in choosing
topics for thought; and
 right meditation, or concentration
to the point of complete absorption
in mystic ecstasy
 The eightfold path enjoins us to
develop wisdom, urges us to
practice virtue and avoid vice, and
tells us to practice meditation.
 The way to salvation lies through
self-abnegation, rigid discipline of
mind and body, a consuming love
for all living creatures, and the
final achievement of that state of
consciousness which marks an
individual’s full preparation for
entering the Nirvana (enlightened
wisdom) of complete selflessness.
 First steps that one can take after
reading, hearing, and pondering
Buddhist teaching and establishing
some confidence in it:
 Refrain from destroying life;
 Refrain from taking what is not
given;
 Refrain from a misuse of the
senses;
 Refrain from wrong speech (do not
lie or deceive); and
 Refrain from taking drugs or
drinks that tend to cloud the mind
 Buddhist practice the four states of
sublime condition: love, sorrow of
others, joy in the joy of others and
equanimity as regards one’s own
joy and sorrows.
 After Buddha’s death, a need was
felt for putting the sayings of
Buddha into writing, or at least for
getting them fixed in the oral
tradition.
 First Council at Rajagaha (ca. 477
B.C.) – about 500 disciples
gathered and together recited and
chanted the precepts now found in
the Tripitaka.
 Second Council at Vesali (ca. 383
or 377 B.C.) – it was found
desirable to make changes to ease
the burden of Buddhist discipline.
 Third Council (245 B.C.) – serious
effort was made to reform and
reorganize the Order and embarked
upon a program of expansion.
 Buddha insisted on freedom of
thought and intellectual
independence in following his
teaching.
CHRISTIANITY
 In the beginning, Christians do not
see the need to prove God’s
existence.
 Looks at the reasonableness of
belief in God’s existence.
 Asks whether or not the existence
of God provides the best
explanation of the existence of the
world, as we know it.
 Later, Christian missionaries felt
the need to argue philosophically
for the existence of God when they
were confronted by various
naturalistic philosophy.
 For Augustine (354–430 CE),
philosophy is amor sapiential (the
love of wisdom) whose aim is to
produce happiness.
 Wisdom is substantially existent as
the Divine Logos, hence,
philosophy is the love of God.
 For Augustine, Christianity, as
presenting the full revelation of the
true God, is the only full and true
philosophy.
 Knowledge of God begins with
faith and is made perfect by
understanding.
 Faith supplements and enlightens
reason that it may proceed to ever
richer and fuller understanding.
 There are three levels of existence
which has been established, not by
turning outward through sensation
to the external world, but by
turning inward to the soul itself:
 mere being;
 living being; and
 rational being.
 The lowest form of knowledge is
that of sensation yet as we ascend
higher to knowledge of rational
principles, it is the will which
directs the mind’s eye to truth, first
invading to the mind itself, then
upward to the eternal Truth.
 For Augustine, “man is a rational
substance constituted of soul and
body.”
 The progress in knowledge and
wisdom is not only speculative, it
is more fundamentally practical
and moral.
 For St. Thomas Aquinas, human
beings have the unique power to
change themselves and things for
the better.
 Aquinas considers the human
being as moral agent who is both
spiritual and body elements.
 The unity between both elements
indeed helps man to understand his
complexity as human beings.
LIMITATIONS AND
POSSIBILITIES FOR
TRANSCENDENCE
FORGIVENESS
 It frees us from our anger and
bitterness caused by the actions
and/or words of another.
 On the other hand, the hardness of
our heart is reinforced by whole
series of rational arguments.
BEAUTY AND NATURE
 There is perfection in every single
flower.
 A hug, sunrise and sunset, eating
together as a family are
experiences of miracles which can
be truly moments of grace that
touch us deeply and spontaneously
lift our hearts.
VULNERABILITY
 To be vulnerable is to be human.
 We need to acknowledge the help
of other people in our lives if we
want to be true with ourselves and
live with meaning and direction.
FAILURE
 Failures force us to confront our
weaknesses and limitations and to
surrender to a mystery or look
upon a bigger world.
 Acceptance of our failures makes
us hope and trust that all can be
brought into good.
LONELINESS
 It is our choice to live in an
impossible world where we are
always “happy” or to accept a life
where solitude and companionship
have a part.
 Our experience of loneliness can
help us realize that our dependence
on other people or gadgets is a
possessiveness that we can be free
from.
LOVE
 To love is to experience richness,
positivity, and transcendence.
 Love can open in us something
which takes us beyond ourselves.
THE PERSON IN THE
ENVIRONMENT
THE ENVIRONMENT
 Philosophers in both East and West
were asking questions about the
universe we live in and our place
in it.
 Eastern sages probed nature’s
depths intuitively through the eyes
of spiritual sages.
 Greek thinkers viewed nature
through cognitive and scientific
eyes.
 Pre-Socratic philosophers
represent the first intellectual and
scientific attempt to understand the
origins of the universe.
 A change from the mythical
explanation of the origins of the
cosmos to a more rational
explanation.
 There are different views or
concepts on nature or the
environment from which debates
or researches can be framed and
reframed.
 Anthropocentric model – humans
are superior and central to the
universe.
 Ecocentric model – the ecological
or relational integrity of the
humans provides meaning of our
morals and values.
 Our limited understanding of our
environment opens for a need for
philosophical investigation of
nature, applying aesthetic and
theological dimensions, as well as
appreciating our philosophical
reflections with the concept of
nature itself.
DISORDER IN THE UNIVERSE
 The domination of humanity is
linked to the domination of nature
based on the anthropocentric
model.
 An unfair or unjust utilization of
the environment results to
ecological crisis.
 Researches exposed the
environmental consequence of
international politico-economic
specialization for specific countries
and global regions as well as the
implications for both abuses of
natural resources and of the
generation of waste and emissions.
 The Ecocentric model puts the
ecosystem first and assumes that
the natural world has intrinsic
value.
 Nature is not valued for the future
survival of human species per se,
but is invaluable in itself.
 Human made changes threaten the
health of nature.
 Unlike changes in the evolutionary
process, human interventions have
 swift and even, violent effect on
nature.
 The damage is not inevitable but a
consequence of human choices,
thus, humanity needs to develop an
“ecological conscience” based on
individual responsibility.
 The right to live and blossom
should not just be for human
beings but must be valid to all
forms of life because humans are
dependent to other forms of life.
PUTTING ORDER INTO
DISORDER
ANCIENT THINKERS
 Early Greek philosophers, the
Milesians, regarded Nature as
spatially without boundaries, that
is, as infinite or indefinite in
extent.
 Anaximander employed the term
“boundless” to mean that Nature is
indeterminate―in the sense that no
boundaries between the warm and
cold or the moist and dry regions
are originally present within it.
 Evolution of the world begins with
the generation of opposites in a
certain region of Nature that
eventually burst and formed the
universe.
 Pythagoras described the universe
as living embodiment of nature’s
order, harmony, and beauty and
our relationship with it in terms of
biophilia (love of other living
things) and cosmophilia (love of
other living beings).
 Chinese cosmic conception, on the
other hand, is based on the
assumption that all that happens in
the universe is a continuous whole
like a chain of natural
consequences.
 The universe does not proceed
onward but revolves without
beginning or end.
 Happiness lies in his conformity
with nature or tao.
MODERN THINKERS
 Immanuel Kant expresses that
beauty is ultimately a symbol of
morality.
 We must ignore any practical
motives or inclinations that we
have and instead contemplate the
object without being distracted by
our desires.
 The beautiful encourage us to
believe that nature and humanity
are part of an even bigger design –
an ultimate goal in which every
aspect of the sensible world has its
place in a larger purpose – that
draws our thoughts toward a
supersensible reality.
 Kant believes that the orderliness
of nature and the harmony of
nature with our faculties guide us
toward a deeper religious
perspective.
 Understanding our relationship
with the environment can also refer
to the human beings with ecology
and nature.
 Herbert Marcuse believes that
there can only be change if we will
change our attitude towards our
perception of the environment.
 For George Herbert Mead, human
beings do not have only rights but
duties as well.
 How we react to the community
we live in and our reaction to it,
change it.
CARING FOR THE
ENVIRONMENT
 Theories that show care for the
environment aside from the
 ecocentric model: deep ecology,
social ecology, and ecofeminism.
DEEP ECOLOGY
 Ecological crisis is an outcome of
anthropocentrism.
 Deep ecologists encourage
humanity to shift away from
anthropocentrism to ecocentrism.
SOCIAL ECOLOGY
 Ecological crisis results from
authoritarian social structures.
 Social ecologists call for small-
scale societies, which recognize
that humanity is linked with the
well-being of the natural world in
which human life depends.
ECOFEMINISM
 Ecological crisis is a consequence
of male dominance.
 In this view, whatever is
“superior” is entitled to whatever is
“inferior.”
 For the ecofeminists, freeing
nature and humanity means
removing the superior vs. inferior
in human relations.
 The three theories mentioned value
the care, conservation, preservation
of nature, and humanity.
 The search for the meaning of life
must explore not just our own
survival but calls for a new socio-
ecological order.
 Erich Fromm believes that
humanity ought to recognize not
only itself but also the world
around it.
 For Fromm, human beings have
biological urge for survival that
turns into selfishness and laziness
as well as the inherent desire to
escape the prison cell of
selfishness to experience union
with others.
 Which of these two contradictory
strivings in human beings will
become dominant is determined by
the social structure currently
existing in society.
PRUDENCE AND FRUGALITY
TOWARDS THE ENVIRONMENT
 Fromm proposed a new society
that should encourage the
emergence of a new human being
that will foster prudence and
moderation or frugality toward
environment.
 Functions of Fromm’s envisioned
society:
 The willingness to give up all
forms of having, in order to fully
be.
 Being fully present where one is.
 Trying to reduce greed, hate, and
illusions as much as one is capable.
 Making the full growth of oneself
and of one’s fellow beings as the
supreme goal of living.
 Not deceiving others, but also not
being deceived by others; one may
be called innocent but not naïve.
 Freedom that is not arbitrariness
but the possibility to be oneself,
not as a bundle of greedy desires,
but as a delicately balanced
structure that at any moment is
confronted with the alternatives of
growth or decay, life or death.
 Happiness in the process of ever-
growing aliveness, whatever the
furthest point is that fate permits
one to reach, for living as fully as
one can is so satisfactory that the
concern for what one might or
might not attain has little chance to
develop.
 Joy that comes from giving and
sharing, not from hoarding and
exploiting.
 Developing one’s capacity for
love, together with one’s capacity
for critical, unsentimental thought.
 Shedding one’s narcissism and
accepting that tragic limitations
inherent in human existence.
 The ideals of Fromm’s society
cross all party lines; for protecting
nature needs focused conservation,
action, political will, and support
from industry.

ANG AKADEMIKONG PAGSULAT

PAGSULAT
 Isa sa makrong kasanayang dapat
mahubog sa bawat mag-aaral.
 Naisasatitik ang nilalaman ng
isipan, damdamin, paniniwala, at
layunin ng tao sa tulong ng
paggamit ng mga salita.

MGA DAHILAN NG TAO SA

PAGSUSULAT
 Nagsisilbing libangan
 Matugunan ang pangangailangan
sa pag-aaral
 Pagtugon sa trabaho na
ginagampanan sa lipunan
AKADEMIKONG PAGSULAT
- sanaysay
- artikulo
- posisyong papel
- case studies
- pamahunang papel
- tesis
- pananaliksik

Ayon kay Mabilin (2012), ito ay uri ng

pagsulat na higit na mahalaga kaysa sa
lahat ng uri ng pagsulat.

Itinuturing pinakamataas na intelektwal

na pagsulat.

Pinatataas nito ang intelektuwal ng

magaaral sa iba’t ibang larangan.

READING ACADEMIC TEXTS

ACADEMIC TEXT
 A written language that provides
information, which contain ideas
and concepts that are related to the
particular discipline.
 Academic writing, therefore, is
generally quite formal, objective
(impersonal) and technical.

NON-ACADEMIC TEXT
 A text that can be considered as
personal, emotional,
impressionistic, or subjective in
nature.

EXAMPLES OF ACADEMIC
WRITING

LITERARY ANALYSIS
 Examines, evaluates, and makes an
argument about a literary work.
RESEARCH PAPER  THREE-PART ESSAY
 Uses outside information to STRUCTURE
support a thesis or make an  The three-part essay structure is a
argument. basic structure that consists of
DISSERTATION introduction, body and conclusion.
 A book-length summarization of  THE IMRAD STRUCTURE
the doctoral candidate’s research.  Introduction, Methods, Results and
LABORATORY REPORT Discussion.
 An account of an experiment and
what was discovered during the FEATURES OF ACADEMIC TEXT
experiment. 1. COMPLEX
CHARACTERISTICS OF 2. FORMAL
ACADEMIC TEXT 3. PRECISE
AUDIENCE: Scholarly Audience 4. OBJECTIVE
PURPOSE: To Inform 5. EXPLICIT
STRUCTURE: Introduction-Body- 6. ACCURATE
Conclusion 7. HEDGING
LANGUAGE: Formal 8. RESPONSIBLE
STYLE: Objective 9. ORGANIZE
SOURCE OF CONTENT: Related 10. PLAN
Literature
ACADEMIC LANGUAGE
CHARACTERISTICS OF NON- - it includes, for example,
ACADEMIC TEXT disciplinespecific vocabulary, grammar
AUDIENCE: Public and punctuation, and applications of
PURPOSE: To inform/ To entertain rhetorical conventions and devices that
STRUCTURE: No fixed structure are typical for a content area.
LANGUAGE: Slang and Colloquial - in textbooks, research
STYLE: Subjective papers, conferences in
SOURCE OF CONTENT: Everyday spoken/written for.
Event - used in school/work
Conversation.
CHARACTERISTICS OF - appropriate for written papers,
ACADEMIC TEXT classwork
1. STRUCTURE - very formal and sophisticated
2. TONE - uses a variety of terms
3. LANGUAGE - uses sentences
4. CITATION - sentences begin with appropriate
5. COMPLEXITY transitions
6. EVIDENCE-BASED  Formal
ARGUMENTS - Avoid contractions
7. THESIS DRIVEN • Avoid emotional
language.
STRUCTURE OF ACADEMIC • Use more cautious
TEXTS evaluations.
 OBJECTIVE
• Avoid evaluative words
that are based on nontechnical
judgments and
feelings.
• Find authoritative sources.
 IMPERSONAL
• Be careful on the vocabulary,
usage of words and meaning of
technical terms.
TECHNICAL WRITTEN TEXT
- we use applicable terms only
depending of the situation.
EXAMPLES:
Hospital - Patient
School - Student
ACADEMIC LANGUAGE
 It includes, for example,
disciplinespecific vocabulary,
grammar and punctuation, and
applications of rhetorical
conventions and devices that are
typical for a content area.
 In textbooks, research papers,
conferences in spoken/written
form.
 Used in school/work conversations
 Appropriate for written papers,
classwork
 Very formal and sophisticated
 Uses a variety of terms
 Uses sentences
 Sentences begin with appropriate
transitions
SOCIAL LANGUAGE
 set of vocabulary that allows us to
communicate with others in the
context of regular daily
conversations.
 Everyday interactions in
spoken/written form
 For everyday conversation
 Used to write for social purposes
 Informal language
 Can be repetitive
 Can use phrases
 Don’t follow grammar
conversation
❑ CRITICIZE – to judge or to
evaluatesomeone or something
❑ CRITIQUE – the paper or essay
- the product of criticizing
 A critique is a careful analysis of
an argument to determine:
- what is said,
- how well the points are made,
- what assumptions underlie the
argument,
- what issues are overlooked, and
- what implications are drawn from such
observations.
❑ CRITIC – the person doing the
Criticism
CRITICAL APPROACHES IN
WRITING A CRITIQUE
I. FORMALIST CRITICISM
 Formalists critic the elements of
form – Style, Structure, Tone,
Imagery, etc.
II. GENDER/FEMINIST
CRITICISM
 This approach “examines how
sexual identity influences the
creation and reception of literary
works.”
 Masculinity Ideology
III. READER-RESPONSE
CRITICISM
 It attempts “to describe what
happens in the reader’s mind while
interpreting a text”
IV. Marxism
 Karl Marx(1818–1883)
German philosopher and
economist
 Concerned with the differences
between economic classes.
TEXT STRUCTURES
(1) refer to the way authors organize
information in text.
(2) Recognizing the underlying structure
of texts can help students focus attention
on key concepts and relationships,
anticipate what is
to come, and monitor their
comprehension as
they read.
COMPARE – CONTRAST
 Discuss two ideas, events, or
phenomena,showing how they are
different and howthey are similar
CAUSE – EFFECT
 Provide explanations or reasons
forphenomena.
CHRONOLOGICAL PROCESS
 Present ideas or events in the order
in which they happen.
PROBLEM – SOLUTION
 Identify problems and pose
solutions.
DESCRIPTION/DEFINITION
 Describes a topic by listing
characteristics, features, attributes,
and examples
NARRATIVE
 Narrates an event/story with
characters, setting, conflict, point
of view, and plot.
 TRANSITIONS: Descriptive
language (adjectives, adverbs,
similes, and metaphors)
SUMMARY
 is an academic paper thatcontains a
thesis statement/main idea and
summarized subordinating points
of a text.
 is an academic paper that contains
a thesis statement/main idea and
summarized subordinating points
of a text.
 outlines the most essential pieces
of information for academic paper
like resume.
BASIC RULES
 Erase things that do not matter.
 Erase things that repeat.
 Trade general terms for specific
names.
 Use your own words to write the
summary
SCANNING is reading rapidly
to find specific facts.
SKIMMING is reading
rapidly to get a general
overview of the material.
SUMMARIZING TECHNIQUES
SOMEBODY WANTED BUT SO
THEN
TECHNIQUE 1:
• SOMEBODY: Who is the story
about?
• WANTED: What does the main
character want?
• BUT: Identify a problem that the main
character encountered.
• SO: How does the main character
solve the problem?
• THEN: Tell how the story ends.
SAAC METHOD
TECHNIQUE 2:
• STATE: name of the article, book, or
story
• ASSIGN: the name of the author
• ACTION: what the author is doing
(example: tells, explains)
• COMPLETE: complete the sentence
or summary with keywords and
important details
5 W's, 1 H
TECHNIQUE 3:
• Who is the story about?
• What did they do?
• When did the action take place?
• Where did the story happen?
• Why did the main character do what
he/she did?
• How did the main character do what
he/she did?

FIRST, THEN, FINALLY

TECHNIQUE 4:
• FIRST. What happened first? Include
themain character and main
event/action.
• THEN. What key details took place
duringthe event/action?
• FINALLY. What were the results of
the event/action?

GIVE ME THE GIST

TECHNIQUE 5:
 When someone asks for "the gist"
of a story, they want to know what
the story is about. In other words,
they want a summary—not a
retelling of every detail. You can
use the gist method as a fun, quick
way to practice summarizing on a
regular basis.

WHAT IS RESEARCH?
 Research comes from the two
words:
- French word “recerche” which means
to seek out or search again.
- Comes also from the word
“recerchi’’--
- “re- again and “cerchi”- to search.
 Systematic process of collecting
and analyzing data to find an
answer to a question or a solution
to theproblem, to validate and
testan existing theory (Estonilo,
2019).
TRI-COUNCIL POLICY
STATEMENT 2 (2018)
 It is an understanding intended to
extend knowledge through inquiry
or systematic investigations.
USA (REVISED COMMON RULE
2018)
 It is systematic investigation
including research development,
testing and evaluation designed to
develop or contribute to
generalizableknowledge.
QUANTITATIVE STUDY
 is the systematic empirical
investigation of an observed
phenomena through the use of
statistical, mathematical or
computational methods (Given,
2008).
 Expressions in numerical form,
objectivity of data and the use of
statistical methods are signs of
quantitative research.
 In doing quantitative research,
your aim is to find out the
relationship between one variable
to another.
CHARACTERISTICS OF
QUANTITATIVE APPROACH
 Research is a scientific,
experimental which execute varied
thinking acts that range from
lower-order to higherorder
thinking strategies.
1. LARGE SAMPLE SIZE
• To ensure reliability, quantitative
research deals on a large number of
audiences.
2. HIGHLY RELIABLE OUTCOME
• Since participants answer close-ended
questions, there are few chances of
getting vague information.
3. STRUCTURED RESEARCH
INSTRUMENTS
• Standardized instruments guide data
collection, thus, ensuring the accuracy,
reliability and validity of data.
4. NUMERICAL OUTCOME
• The outcome of quantitative
research is always in numerical
form (can be represented in
percentage, range of numbers,
etc.) that is easy to read and
understand and to deduce a
conclusion from the numerical
outcome.
5. REUSABLE OUTCOME
•The data collected for one research
purpose can be utilized for the prior
study of another research problem or for
similar research problems; and the
outcome of previous research problem
can be used to
support the output of new but related
research problems.
6. GENERALIZATION OF
OUTCOME
• The outcome of quantitative research
can be generalized easily for the whole
population since it is
conducted on a large sample
of population.
7. PRIOR STUDY
• Researchers may study and analyze the
outcome of previous research to
establish their research
hypothesis or problem.
STRENGTHS AND WEAKNESSES
OF
QUANTITATIVE RESEARCH
Here are some strengths and
weaknesses of quantitative researchas
described by University of
Copenhagen (2020):
STRENGTHS
• Findings can be generalized if
selection process is well-designed and
sample is representative of population
• Relatively easy to analyze
• Data can be very consistent, precise
and reliable
WEAKNESSES/ LIMITATIONS
• Related secondary data is sometimes
not available or
accessing available data is difficult or
impossible
• Difficult to understand the
context of a phenomenon
• Data may not be enough to explain
complex issues
In addition, advantages and
disadvantages of quantitative
research
could be summarized as follows
(Church & Rogers, 2012):
ADVANTAGES
• It can be used when large
quantities of data need to be
collected.
• The data is considered
quantifiable and usually
generalizable to a larger
population.
DISADVANTAGES
• Results need to be calculated
using Excel, Access, or data
analysis software (such as
SPSS), which may not
always be accessible to a
country program
• The larger the sample, the
more time it takes to
analyze the data and
analyze results.
CLASSIFICATIONS OF
QUANTITATIVE RESEARCH
 Quantitative research can either be
experimental and nonexperimental.
 An experimental study establishes
causality and often used when an
intervention is being studied,
whereas non- experimental only
establishes the association or
connection between variables.
EXPERIMENTAL
a. TRUE EXPERIMENTAL
 As described byBaraceros (2016),
it determines who among the
participants should compose the
experimental group or the control
group using random selection.
b. QUASI-EXPERIMENTAL
 It often performed in cases where a
control group cannot be created or
random selection cannot be
performed such as in certain
medical and psychological studies
(Iowa State University, 2020).
c. SINGLE SUBJECT
 Within-subject or single case
experimental designs may provide
a scientifically rigorous approach
where each participant provide his
or her own experimental control.
d. PRE-EXPERIMENTAL
 It means that a single group is
often studied but no comparison
between an equivalent non-
treatment group is made, such as
the one-shot case study.
NON- EXPERIMENTAL
a. SURVEY
 It is a quantitative method that uses
questionnaires and aims to
generalize from representative
sample to a larger population of
interest (List, 2010).
b. HISTORICAL
 The computer has made it possible
for those historical studies that
involve the study of quantitative
records, for a researcher to draw a
representative sample of data from
large groups of students, teachers
and others who are represented in
school records (Fraenkel and
Wallen, 2010).
c. OBSERVATIONAL
 A coding scheme or set of
categories is usually used by an
observer to record a frequency of a
person’s or group’s behavior such
as to measure interactions of
college students drinking alcohol
in a group setting (Fraenkel and
Wallen, 2010).
D. CORRELATIONAL
 The objectives of much research
are met by demonstrating the
relationship between two or more
variables (Howitt and Cramer,
2010).
E. DESCRIPTIVE
 It establishes associations only
between variables (Spalding
University, 2020)
F. COMPARATIVE
 It is used to determine and quantify
relationships between two or more
variables by observing different
groups that either by choice/
circumstances; and looks at two or
more similar groups/ individuals or
conditions comparing them
(Bukhari, 2011).
WHY QUANTITATIVE
RESEARCH
IS OF VALUE?
BARACEROS (2016)…
• Effective method to obtain
information.
• Employed reliable instruments.
• Statistical methods.
HOW CAN YOU OBTAIN THE
INFORMATION
YOU NEED?
• TRADITIONAL METHOD OF
DATA GATHERING
• DISTANCE TURN- DIGITAL
METHOD
QUANTITATIVE RESEARCH
ACROSS FIELD
1. ENGINEERING
 Robinson (2016)…
 Principles and Methods
 Measurement of variables was
describedreliable and valid
 Statistical methods for analyzing
quantitative data.
2. ECONOMICS
 Fraser (2020)…
 How (process) society produces,
distributes and consumes goods
and services.
 Inflation, unemployment, labor,
taxes, international trade and social
issues that affect (testing) the
economy.
 Wright (2014)…
 Investigated diverse impacts of
sustainable agriculture.
 Relies on data such as statistics,
budgets, cost analysis and cost
projections.
3. EDUCATION
 University of Minnesota
(2020)…
 Promotes solving problems
(goal) in education.
 It specializes educational
assessments and measurement.
4. ENVIRONMENTAL SCIENCE
Education
 University of Minnesota
(2020)…
 Promotes solving problems
(goal) in education.
 It specializes educational
assessments and measurement.
VARIABLES
 Variables are “changing
qualities or
characteristics” of
person
 like age, gender, intelligence,
ideas, achievement,and confidence.
 Variables are anything that
varies.
 They are anything that takes
on different values, typically
numerical values.
 For instance, as years goes by,
your age or intelligence increases.
 But placed in a situation where you
are afflicted with a disease or have
no means of reading or no access
to any sources of knowledge, your
intelligence tend to decrease.
(Suter2013, p. 137)
BASIC TYPES
INDEPENDENT (X VARIABLE)
AND DEPENDENT VARIABLES (Y
VARIABLE).
  x variable are those that cause
changes in the subject, while y
variable are those that bear or
manifest the effect caused by the
independent variables.
 Hence, in causal relationship, the
cause comes from independent and
the effects is on the dependent
variables.
IN AN EXPERIMENTAL STUDY….
 the independent variable are the
condition or treatment applied to
the experimental group is under the
control, direction or manipulation
of the researcher or the
experimenter.
VARIABLE RELATIONSHIPS
  In scientific way of studying
cause-effect relationships, these
two variables, independent and
dependent are part and parcel of
the research that you can subject to
any form of measurement.
 However, as you carry out the
research, it is possible that one,
two or more variables or extra
variables crop up to create an
impact on the relationship between
the independent and dependent
variables.
 Being extra variables, they form
this other type of variables called
extraneous variables.
 Such extraneous variables are
called participant variables if they
refer to the moods, emotions or
intelligence of the subject.
 Situational variables, if they
pertain to the nature of the place:
smelly, chilly, cold, hot, spacious
and the like.
OTHER TYPES OF
VARIABLES
EXTRANEOUS VARIABLES
 are to be controlled by you, the
experimenter.
 But if they do not give in to your
control, they become confounding
variables that can strongly
influence your study.
 Dealing with this type of variable
gives you difficulty in determining
the real cause of changes in the
dependent variables; that is,
whether it is due only to the
independent variable or the
combination between the
confounding and the independent
variable.
 The involvement of confounding
variables in the research results in
the production of “mixed up,
confusing or bewildering result.”
 Involved not within the research
situation but outside the research
process, the extraneous variables
exist as “nuisance variables”,
whose potency need to go down to
prevent it from affecting the results
negatively.
OTHER TYPES OF VARIABLES
 CONSTANT--- do not undergo
any changes during the
experiment.
 ATTRIBUTE--- characteristics of
people: intelligence, creativity,
anxiety, learning style, etc.
 COVARIATE--- included in the
research study to create
interactions with independent and
dependent variables.
 CONTINUOUS--- Quantitative in
nature and is used in interval or
ratio scale of measurement.
 DICHOTOMOUS--- has only
two possible results: one or
zero.
 LATENT--- cannot be directly
observed like personality
traits.
 MANIFEST--- can be directly
observed to give proofs to latent
variables.
 EXOGENOUS--- found outside an
identified model.
 ENDOGENOUS--- found inside; as
a part of identified model.
DESIGNING A RESEARCH TOPIC
• Before beginning your paper, it is
important to consider the purpose
of designing a research.
• You need to know “what to address”
and “why to address” to come up with
the best one.
• The overall strategy, blueprint,
conceptual structure and the backbone
of your study that you choose to
integrate the different components of the
study in a coherent and logical way
defines your research design.
• Its function is to ensure that the
evidence to be obtained enables you to
effectively address the
research problem as clearly as possible.
AND SO, HOW TO DESIGN A
RESEARCH TOPIC?
GIMBLETT, 2016:
 Identify the research problem
clearly.
 Review previously published
literature associatedwith the
problem area.
 Clearly and explicitly specify
hypotheses.
 Effectively describe the data
(Testing hypothesis and explain
how such data will be obtained.
 Describe the methods and analysis
to be applied.
IDENTIFYING THE INQUIRY AND
STATING THE PROBLEM
STATING THE PROBLEM
COVERS
THE FOLLOWING:
 Begins with identifying the topic;
 Reviewing the literature; and
 Deciding on the research design.
SOURCES OF RESEARCH TOPIC
 •Own experience and interest
(good source)
 Own professional practice
 Colleagues
 Critical friends (expert in the field,
best source)
 Previous research findings
 Present political, social or
economic issues in society.
GUIDELINES IN CHOOSING A
RESEARCH TOPIC
 Interest in the subject matter
 Availability of information
 Timeless and relevance of the topic
 Limitations on the subject
 Personal resources
RESEARCH TOPICS TO BE
AVOIDED
 Controversial topic
 Highly technical
 Hard-to-investigate subject
 Too broad subject or too narrow
subjects
 Vague subject
WHAT IS A RESEARCH
PROBLEM?
 A statement about an area of
concern.
 A condition to be improved.
 A difficulty to be eliminated.
 A troubling question that exists in
scholarly literature.
QUALITATIVE RESEARCH
PROBLEM
 Not researchable
 because it is more inclined to
explaining or describing people’s
views, values, attitudes, opinions,
and other subjective traits.
QUANTITATIVE RESEARCH
PROBLEM
 Researchable
 Because it is not only characterized
by precision, specificity, or
stability but also geared toward a
possible result (Matthews 2010:
Schreiber 2012).
GUIDELINES IN FORMULATING
A
QUANTITATIVE RESEARCH
PROBLEM
1. Formulate a research problem that is
researchable; meaning, open to
empirical investigation.
2. See to it that you state your
quantitative research problem clearly,
concisely and can stand alone and has a
main idea, if under APA referencing
style, not beyond 12 words.
3. Have your research problem focus on
a general understanding of your research
topic.
4. Construct research problem that
mirrors the importance of carrying
out the research for finding answers
or solutions to problem.
5. Express your research problem
and the research questions either
in an interrogative or declarative
manner, but some research books
says that the former is more
effective than the latter form
(Babbies 2013).
6. SMART- Specific, Measureable,
Attainable, Realistic or Result-oriented
and Time bound or
terminal.
BACKGROUND OF THE
PROBLEM
 It is an explanation and
presentation of the context of the
study in a very effective manner
that acquaints the reader with the
problem to be dealt with.
1. It must drive an impact to emote
interest from the reader.
2. It must be simple, clear, specific, and
related to the topic.
3. It should clearly state the reason for
conducting the study.
4. It should move from broad to
specific.
5. It should state the current condition of
the research
Problem.
STATEMENT OF THE PROBLEM
 It is a clear statement of an inquiry
or gap that needs to be addressed
through a systematic approach.
 INTERROGATIVE AND
DECLARATIVE
The statement of the problem has
two parts:
1. General statement of the
problem/Objective
2. Specific research questions
The following must be considered in
formulating research problem:
 Type of the study
 Directional or non-directional
verb
 Central phenomenon of the
study
 Participants
 When (Time)
 Purpose
RESEARCH HYPOTHESIS
 A hypothesis is a TENTATIVE
EXPLANATION or an answer to a
question about variables, their
relationships and the other facts
involved in research.
 Generally, it means a guess or an
EDUCATED GUESS.
 A hypothesis can be tested through
ANALYTICAL
INVESTIGATION to prove how
true or false it is (Cresswell 2014;
Russel 2013).
TWO COMMON CATEGORIES OF
RESEARCH HYPOTHESIS:
NULL HYPOTHESIS
 States the absence of relationship
between the independent and
dependent variable.
 It is a statement to DISPROVE
THE FACT that the independent
variable (treatment, intervention or
condition) has an EFFECT on the
dependent variable.
ALTERNATIVE HYPOTHESIS
 States the relationship between the
independent and dependent
variable.
SIGNIFICANCE OF THE STUDY
 pinpoints the benefits certain
groups of people will gain from the
findings of the study.
 It must start from the most to the
least benefitted ones.
CONCEPTUAL FRAMEWORK
 A conceptual framework serves as
an outline or a blueprint that you
can follow in doing your research.
 Is a graphical presentation of
concepts oz ideas on the basic
structure or components of your
research
 It is presented in a flow chart, map,
diagram or narrative form.
 When using a diagram, it is still a
must to include narrative to explain 21st Century Literature from the
the details. Philippines and the World facilitates
the understanding and analysis of
DEFINITION OF TERMS literary texts in various genres across
 These are the key concepts and cultures.
terminologies used in the study.
 These are the terms which are: The range of years in 21st century
 unusual literature was written from the year
 acronym 2001 to the present.
 not widely known
 ambiguous The 2000s saw a steep increase in the
 It is an alphabetical list of acceptability of all types, inspired by the
important terms that you define coming-of- age of millions of people
that will help readers to avoid who enjoyed the works of writers such
confusionn about different terms in as C.S Lewis
your research. and J.R.R Tolkien in their youths.
 OPERATIONAL AND
CONCEPTUAL Many famous books like Harry Potter
series were converted into movies.

Some books were written in simple

English and works of old writers were
translated into language that was
easier to understand.

Mythology was
converted into graphic
novel form to build
interest among young
readers.

• It is an imaginative writing.
• Most of the themes deal with current
themes or situations and reflect
technological culture.
• It often breaks traditional writing or is
fragmented because in the old century
literature, it follows the traditional plot
(beginning-middle-end).
LITERATURE
- comes from the Latin word
“litteratura” which
means “writing formed with letters”.
- is anything and everything that
reproduces life experiences.
- it collects, organizes, and sums up
the entire of humanity, occasionally
adding more color to it.
ACCORDING TO AMADOR
DAGUIO
- It is the beautiful expression of
man‘s personal interpretations of
some aspect of human life, or a
wording out in a unique, beautiful,
and personal manner of saying what
an author thinks is a passionate
meaning of life. This is saying that
literature not only becomes but is “life
itself”.
PRE-COLONIAL PERIOD
PRE-SPANISH PERIOD
 it existed before the Spanish
occupation in the 1500s
 it is oral in nature which contains
mostly about the life of the
Filipino people in the ancient
times.
 the sources of literature are usually
the native town folks.
RIDDLE(BUGTONG)
 made of one or more measured
lines with rhymes and may consist
of four to 12 syllables.
 showcase the Filipino wit, literary
talent, and keen observation of the
surroundings.
 involves reference to one or two
images that symbolize the
characteristics of an unknown
object that is to be guessed.
 Riddles are generally poetic in
form and come in one, two, three
or four lines.
 During the pre-colonial period,
riddles serve as a form of folk
speech and are about the battle of
the wits.
 Riddles use one or more images
to refer to an object to be guessed.
 The use of obscure words has
been invented for the purposes of
rhyme and meter.
CHANTS(BULONG)
 used in witchcraft or
enchantments.
 Bulong is one kind of Filipino
Poetry.
 Most of our ancestors believe in
unseen spirits/supernatural
beings like dwarfs.
 They ask for permission from
them so as not to have bad things
happen to them.
SALAWIKAIN O KASABIHAN
 They describe the experience,
customs, habits and truth in
Filipino life.
 Many are based from the life
experiences of ancestors and
elders.
 They serve as reminders on good
manners and proper decorum in
social interactions.
 They also embody the innate
knowledge, aspirations and
wisdom of the Filipino people.
FOLK NARRATIVES
A. MYTH
 a well- known story which was
made up in the past to explain
natural events or to justify
religious beliefs or customs.
 A myth is "a sacred narrative
explaining how the world and
man came to be in their present
form" (Dundes, 1984: 1).
THE SUN, THE MOON, THE
STARS
Myths about the sun, the moon and the
stars explain the following:
1. why the sun and the moon shine at
different times of the day,
2. why the sun shines more brightly
than the moon,
3. why there are spots on the face of
the moon, and the sun,
4. the origin of the stars.
A central motif in many of these myths
is the enmity or quarrel of the
sun and the moon.
B. LEGEND
 a traditional story that is
popularly regarded as historical
but is not proven to be true.
C. FABLES
 uses animals as characters
conveying a moral.
D. EPIC
 is a long narrative poem
recounting the deeds of a
legendary hero.
 The epics come in various names:
Guman (Subanon);
Darangen(Maranao); Hudhud
(Ifugao); and Ulahingan
(Manobo).
 These epics revolve around
supernatural events or heroic
deeds and they embody or validate
the beliefs and customs and
ideals of a community.
 These are sung or chanted to the
accompaniment of indigenous
musical instruments and dancing
performed during harvests,
weddings or funerals by
chanters.
 The chanters who were taught by
their ancestors are considered
“treasures” and/or repositories
of wisdom in their communities.
Examples of these epics are:
▪ Lam-ang (Ilocano)
▪ Hinilawod (Sulod)
▪ Kudaman (Palawan)
▪ Darangen(Maranao)
▪ Ulahingan (Livunganen-Arumanen
Manobo)
▪ Mangovayt Buhong na Langit (The
Maiden of the
Buhong Sky from Tuwaang–Manobo)
▪ Ag Tobig neg Keboklagan (Subanon)
▪ Tudbulol (T’boli).
▪ Aliguyon (Ifugao)
FOLK SONGS
 a form of folk lyric which
expresses the hopes and
 aspirations, the people’s lifestyles
as well as their loves.
 These are often repetitive and
sonorous, didactic and naive as
in the children’s songs or Ida-
ida(Maguindanao), tulang
pambata (Tagalog) or cansiones
para abbing (Ibanag).
EXAMPLES:
• lullabyes or Ili-ili (Ilongo)
• love songs like the panawagon and
balitao (Ilongo)
• harana or serenade (Cebuano)
• the bayok (Maranao)
• Tanaga – seven syllable per line
poem
 work songs that depict the
livelihood of the people often
sung to go with the movement of
workers such as the kalusan
(Ivatan), soliranin(Tagalog
rowing song) or the mambayu, a
Kalinga rice-pounding song
 the verbal jousts/games like the
duplo popular during wakes.
 Ambahan of the Mangyans that
are about human relationships,
social entertainment and also
serve as a tool for teaching the
young
 drinking songs sung during
carousals like the tagay (Cebuano
and Waray).
 dirges and lamentations extolling
the deeds of the dead like the
kanogon (Cebuano) or the
Annako (Bontoc).
 Dung-aw is an ancient poetry &
tradition of Ilocanoand chanted
during wakes of the dead.
MAJOR LITERARY GENRES
POETRY
 is an imaginative awareness of
experience expressed through
meaning, sound and rhythmic
language choices to evoke an
emotional response.
 It has been known to employ meter
and rhyme.
 The very nature of poetry as an
authentic and individual mode of
expression makes it nearly
impossible to define.
DRAMA
 is a composition in prose or verse
presenting in dialogue or
pantomime a story involving
conflict more contrast of character,
especially on intended to be acted
on a stage: a play.
 It may be any situation or series of
events having vivid, emotional,
conflicting or striking interest.
FICTION
 is literature created from the
imagination, not presented as fact,
though it may be based on a true
story or situation.
 types of literature in the fiction
include the novel, short story and
novella.
NON-FICTION
 is based on facts and the author’s
opinion about a subject.
 the purpose of non-fiction writing
is to inform and sometimes to
persuade.
 its examples are biographies,
articles from textbooks and
magazines and newspapers
1. TEXTULA
 The term “Textula” is a blend of
English word “text” and the
Filipino word “tula”. Meaning text
poem, it is a poem written in the
form of a text message which more
like Tanaga. Usually consisting of
one or two stanzas, it is sent as a
 direct communication to a person
close to the sender.
2. TEXT-TALK NOVEL
 Blogs, email and IM format
narratives
 Stories told almost entirely in
dialogue simulating social network
exchanges.
3. HYPERPOETRY
 Digital poetry that uses links and
hypertext mark-up
 It can either involved set words,
phrases, lines, etc. that are
presented in variable order but sit
on the page much as traditional
poetry does, or it can contain parts
of the poem that move and
transform
 It is usually found online, through
CD-ROM and diskette versions
exist. The earliest examples date to
no later than the mid-1980’s
4. FLASH FICTION
 Is a style of fictional literature of
extreme brevity
 There is no widely accepted
definition of the length and
category. It could range from a
word to a thousand.
5. SIX-WORD FLASH FICTION
 Six words. So many emotions.
This is the goal of flash fiction—
also referred to as micro-fiction,
short short stories, or sudden
fiction.
6. DOODLE FICTION
 Literary presentation where the
author incorporates doodle writing,
drawings and handwritten graphics
in place of the traditional font
 Drawing enhances the story, often
adding humorous elements
7. DIGI-FICTION
 Triple Media Literature
 Combines three media: book,
movie/video and internet website
8. CREATIVE NON-FICTION
 Also known as literary non-fiction
or narrative non-fiction
 A genre of writing that uses
literary styles and techniques to
create factually accurate narratives.
 Contrasts with other non-fiction,
such as technical writing or
journalism, which is also rooted in
accurate fact, but is not primarily
written in service to its craft
 As a genre, creative non-fiction is
still relatively young and is only
beginning to be scrutinized with
the same critical analysis given to
fiction and poetry.
HOW TO CREATE A CREATIVE
FICTION?
 Get your facts straight.
 Be objective.
 Be objective.
 Issue a disclaimer
 Pay attention to language.
 Consider the repercussions.
 Know your audience
9. SCIENCE FICTION
 Is a genre of speculative fiction
dealing with imaginative concepts
such as futuristic science and
technology, space travel, time
travel, faster than light travel, a
parallel universe and extra-
terrestrial life.
 Often explores the potential
consequences of scientific and
other innovations and has been
called a “literature of ideas”.
10. MANGA
 Japanese word for comics
 It is used in the English-speaking
world as a generic term for all
comic books and graphic novels
originally published in Japan.
 Considered as an artistic and  50% of the narrative is presented
storytelling style. without words
 Ameri-manga- sometimes used to  The reader must interpret the
refer to comics created by images to comprehend the story
American artists in manga style. completely.
11. BLOG  Textual portions are presented in
 A weblog, a website containing traditional form.
short articles called posts that are  Some illustrated novels may
changed regularly. contain no text at all.
 Some blogs are written by one  Span all genres.
person containing his or her own
opinions, interests and experiences,
while others are written by
different people
12. CHICK LITERATURE
 Is genre fiction which addresses
issues of modern womanhood,
often humorously and
lightheartedly.
 Chick Lit typically features a
female protagonist whose
femininity is heavily thermalizing
in the plot.
HOW TO WRITE A CHICK
LITERATURE?
 Choose an urban location for your
setting
 Introduce a glamorous profession
 Include a twist in the plot
 Introduce indecorous romance
13. GRAPHIC NOVEL
 Narrative in comic book formats
form.
 Narrative work in which the story
is conveyed to the reader using a
comic form.
 he term is employed in broadly
manner, encompassing non-fiction
works and thematically linked
short stories as well as fictional
stories across a number of genres.
14. ILLUSTRATED NOVEL
 Story through text and illustrated
images

 military authority and English was
PHILIPPINE LITERATURE
DURING
JAPANESE PERIOD (1941 - 1945)
- Philippine Literature was interrupted
in its development when we were again
conquered by another foreign country,
Japan.
- Philippine Literature in English came
to a halt.
- Except for the Tribune and the
Philippine Review, Pillars, Free
Philippines, and Filipina, almost all
newspapers in English were stopped by
Japanese.
- During this time there was no freedom
of speech and of the press.
- Victoria Abelardo has described
Filipino during this era as being
pessimistic and bitter.
- There were some efforts at escapist
literature, but in general, the literary
output was minor and insignificant.
Because of strict censorship, few
literary
works were printed during war years.
- The weekly Liwayway was
placed under surveillance until
it was managed by a Japanese
named Ishiwara.
- The only contact in the outside
world was done with the
utmost secrecy through the
underground radio program
called “Voice of Freedom”.
- Tagalog was favored by the Japanese
consigned to a limbo.
- Japanese were able to influence and
encourage the Filipino in developing the
vernacular literature.
- The only Filipino writers who could
write freely were those who were living
in United States.
- Most writers and authors were lead to
either go underground or write in
Tagalog.
- So, Filipino Literature was given a
break during this period.
- Filipino literature also experienced
renewed attention because writers in
English turned to writing in Filipino.
FILIPINO DRAMAS
- The drama experienced a lull during
the Japanese period because movie
houses showing American films were
closed.
- The big movie houses were just made
to show stage shows. Many of the plays
were reproductions of English plays to
Tagalog.
- The translators were Francisco Soc
Rodrigo, Alberto Concio, and Narcisco
Pimintel. They also found the
organization of Filipino players named
Dramatic Philippines.
FEW PLAYWRITERS
1. Jose Ma. Hernandez
2. Francisco Soc Rodrigo
3. Clodualdo del Mundo
4. Julian Cruz Balmaceda
FILIPINO POETRY
HAIKU
- a poem of free verse that the Japanese
liked. It is made up of 17 syllables
divided into 3 lines. The first line has
five, the second has seven and the third BEFORE THE DECLARATION OF
has five. MARTIAL LAW
5-7-5 - Philippine writing in vernacular
became popular.
TANAGA
- like the haiku, it is short, but has 1946- 1960
measure and rhyme. Each line has - The writers had a better knowledge of
seventeen syllables and is also their craft and enjoyed political
allegorical in meaning. activism.

KARANIWANG ANYO 1970 - 1972

- also known as the usual form. (rise of nationalism and students
- the usual and common form of poetry. activism)
- Nationalism was emphasized by
FILIPINO SHORT STORY young and aspiring writers.
- the field of short story widened during - Revolutionary form of literature
Japanese occupations. attacked the ills of society.
- some of the writers are:
1. Brigido Batungbakal 1981 - 1985
2. Serafin Guinigindo - Continues to reflect on social and
3. Narcisco Ramos political realities.
4. Alicia Lopez Lim
5. Macario Pineda PHILIPPINE LITERATURE
6. Liwayway Arceo DURING
7. Ligaya Perez CONTEMPORARY PERIOD
- Filipino writer has become more
PHILIPPINE LITERATURE conscious of his art with the
DURING proliferation of writers workshops
POST-WAR PERIOD here and abroad and the bulk of
- It is the period in Philippine History literature available to him via the
that started in 1945 (the time when the mass media including the
Japan surrender to US) until 1970. internet.
- It's also known as Recovering Era. NEWSPAPERS
- It is the period when the Philippines - Free Press, Morning Sun by Sergio
gained independence from the Japanese Osmena.
and - Daily Mirror by Joaquin Roces.
Americans. - Evening News by Romon Lopez.
- The Bulletin by Menzi Novels and
CHARACTERISTICS Short Stories.
- romanticism
- nationalism POETRY
- independence - acquired rhyme.
- nature - developed substance and meaning,
- expression of feelings SHORT STORIES
- had a better characters and events
based on facts and realities.

NOVELS
- novels became common but where still
read by the people for recreation and
entertainment.

FILIPINO FILMS
- A yearly Pista ng mga Pelikulang
Pilipino (Yearly Filipino Film Festival)
was held during this time. During the
festival which lasted usually for a
month, only Filipino film were shown in
all theaters in Metro Manila.

1. MAYNILA - Sa mga kuku ng

Liwanag written by Edgardo
Reyes and filmed under the direction of
Lino Brocka,
Bembol Rocco was the lead role.
2. MINSA'Y ISANG GAMU-GAMO -
Nora Aunor was the
prinicipal performer.
3. GANITO KAMI NOON, PAANO
KAYO NGAYON - led by
Cristopher de Leon and Gloria Diaz.
4. INSIANG - by Hilda Koronel
5. AGUILA - led by Fernando Poe Jr.,
Jay Ilagan and
Cristopher de Leon.