MIL REVIEWERRR

MODULE 1
Introduction to Media and Information Literacy

Lesson 1: Media Literacy, Information Literacy, and Technology Literacy

Media Literacy
Media is a plural form of the word “medium” which means tool. It is commonly
used for communication and information dissemination. On the other hand, Media
Literacy refers to the ability of an individual to manipulate or use available sources to
provide valid and reliable information. Thus, being a media literate will give you the
opportunity to establish information using different sources.

Information Literacy
Information refers to the thoughts and ideas imparted to an individual. It can be
facts, theories, or even hearsays. However, Information Literacy refers to how a person
evaluates the information he or she received. It concerns with how you manage and
assess data or specific idea in different sources or by using various media.

Technology Literacy
Technology refers to the equipment used to make life easier to live. It has two
evolutions: Primitive (Low) Technology era where equipment is manipulated manually,
and High Technology era where automation arises, virtual and online are being used as
means of communication, and sensors are used for security purposes.

Similarities and Differences of Media, Information, and Technology

Literacy In dealing with media literacy, information literacy, and technology literacy, you
might have confusions that these three are similar in all ways, but there are still
differences with those literacies. Below is a table indicating the similarities and
differences of the three literacies.

Table 1. Similarities and Differences of Types of Literacy

Type of Literacy Similarity Difference
Media Literacy • Focused on providing • Focused on how different
valid and reliable sources transmits
information to people information to people

• Accessed and manage by • Ability to assess whether

Information Literacy
Technology Literacy
individual who has the
ability to manipulate such
type of literacy.
• Ability to evaluate
sources and information
in different technology
• All must be possessed by
media and information
literate individual
• Requires thorough
critiquing and evaluation
the specific source is
reliable and valid
• Focused on assessing
acquired information if it
is valid and reliable
• Being able to manipulate
information on where and
when it is needed.
• Being able to manipulate
various technology to
transmit information to
other people.
• Being able to use
primitive (low technology)
and advanced technologies
(Hi-Tech)
Characteristics of Media, Information, and Technology Literacy
Not all people could access and evaluate information sources. Hence, media
literacy will hone your skills in evaluating those sources’ validity, and reliability. Below
are the basic characteristics of media literacy:

1. Parallel with Other Sources

All sources must have the same thoughts and ideas regardless of the words they
used to transmit valid and reliable information. Should those sources (may not
be all but most of them) are parallel to the idea they want to impart with their
audience and listeners, there will be no confusions with the information
transmitted.

2. Reliable Speaker/Author
Authors or speakers should be reliable. Most of the time, these are the people
behind broadcast communication and journalism. They can give you reliable
information that has valid sources.

3. Sources’ Quality
Sources must have good qualities in terms of the tools used in giving information.
If it is a newspaper, proofs like images or others may be used to validate the
quality of the source. Should the source come from the people that you think are
not reliable, it is recommended to validate it from other sources.

4. Technology Used
It is indeed necessary to know the different technology used to produce factual
information. In addition, one must know when and where can they use such
technology in such a way that it can give understandable and information.

5. Current
Source of information and the information itself must be current. It is not valid if
the source of information you get is already obsolete and no longer necessary.
Furthermore, the technology used for information dissemination must also
updated so that more people can access your information.

Lesson 2: Media and Information Literate Individual

Media and Information Literate Individual

There may be confusions on how individual interpret a certain information. Being
a media and information literate individual, you must learn how to validate sources of
information and should take a thorough assessment on the details of the information.

Factors that Affect Communication by Media and Information

Communication is indeed the primary means for people to understand each
other. But sometimes, it is misunderstood and misused. With that, fake news and hoax
information were spreading widely. And because of that, there are factors that affects
communication by these media and information.

• Belief. One of the most affected with media and information is the people’s beliefs.
With media and information beliefs of people were being diverted and
manipulated according to how the information was given and digested.

• Perspective. A domino effect will occur when media and information are used in bias
perspective. Once you change the belief of the people around where information
was disseminated, their perspective with that specific area also changed.
• Authenticity. People were tended to believe information that are being heard by
someone they know. Sometimes it is the source of the information they were
affected. Most often, celebrities were being used in advertising, announcing, or
publicizing the information to make people believe that the information were
authentic.

Factors to Consider in Assessing Sources of Information

In order to avoid misconception and misleading information, here are the factors
to consider in assessing sources of information.

1. Purpose. All information has its purpose in different aspects. Analyzing the purpose
of the information you get can give you the idea if the information is valid, relevant,
fair, and complete.

2. Process. Check how was the information sent to you. It is important to identify if the
information is complete, clear, and accurate. Have a thorough research on how
was the information made.

3. Authority. To ensure the authenticity of the information, one must search who was
the author of that specific information. Look if the author was credible to give the
specific information, if they can give accurate information and if they have the
mastery in that specific area.

4. Currency. Check if the information is current and not obsolete. Sometimes, outdated
information can give you false information that may lead to misconception. Always
check the published date of the information or ask the person who gave you the
information if when was the information been out publicly.

5. Fairness. Information may and may not be biased. Most of the time, set of information
are biased in such a way that the subject of the information given has the profit
to it. Keep an eye if the information gives you true and equal information without
any bias.

MODULE 2
THE EVOLUTION OF TRADITIONAL TO NEW MEDIA

PREHISTORIC AGE
From the invention of tools made for hunting to advances in food production and
agriculture to early examples of art and religion, this enormous time span— ending
roughly 3,200 years ago (dates vary upon region)—was a period of great transformation.
Here’s a closer look:
a. The Stone Age
Divided into three periods: Paleolithic (or Old Stone Age), Mesolithic (or Middle
Stone Age), and Neolithic (or New Stone Age),
In the Paleolithic period (roughly 2.5 million years ago to 10,000 B.C.), early humans
lived in caves or simple huts or tepees and were hunters and gatherers.
• They used basic stone and bone tools, as well as crude stone axes, for hunting
birds and wild animals.
• They cooked their prey, including woolly mammoths, deer, and bison, using
controlled fire.
• They also fished and collected berries, fruit, and nuts.
• They used combinations of minerals, ochres, burnt bone meal and charcoal mixed
into water, blood, animal fats and tree saps to etch humans, animals, and signs.
 • They also carved small figurines from stones, clay, bones, and antlers.

The end of this period marked the end of the last Ice Age, which resulted in the
extinction of many large mammals and rising sea levels and climate change that
eventually caused man to migrate.
The Shell Mound People, or Kitchen-Middeners, were hunter-gatherers of the late
Mesolithic and early Neolithic period. They get their name from the distinctive mounds
(middens) of shells and other kitchen debris they left behind.
During the Mesolithic period (about 10,000 B.C. to 8,000 B.C.)
• humans used small stone tools, now also polished, and sometimes crafted with
points and attached to antlers, bone, or wood to serve as spears and arrows.
• They often lived nomadically in camps near rivers and other bodies of water.
Agriculture was introduced during this time, which led to more permanent
settlements in villages.
During the Neolithic period (roughly 8,000 B.C. to 3,000 B.C.)
• Ancient humans switched from hunter/gatherer mode to agriculture and food
production.
• They domesticated animals and cultivated cereal grains.
• They used polished hand axes, adzes for ploughing and tilling the land and started
to settle in the plains. Advancements were made not only in tools but also in
farming, home construction and art, including pottery, sewing, and weaving.

b. The Bronze Age

During the Bronze Age (about 3,000 B.C. to 1,300 B.C.)
• Metalworking advances were made, as bronze, a copper and tin alloy, was
discovered. Now used for weapons and tools, the harder metal replaced its stone
predecessors, and helped spark innovations including the ox-drawn plow and the
wheel.
• This time also brought advances in architecture and art, including the invention of
the potter’s wheel, and textiles—clothing consisted of mostly wool items such as
skirts, kilts, tunics, and cloaks.
• Home dwellings morphed to so-called roundhouses, consisting of a circular stone
wall with a thatched or turf roof, complete with a fireplace or hearth, and more
villages and cities began to form.
• Organized government, law, and warfare, as well as beginnings of religion, also
came into play during the Bronze Age, perhaps most notably relating to the ancient
Egyptians who built the pyramids during this time. The earliest written accounts,
including Egyptian hieroglyphs and petroglyphs (rock engravings), are also dated
to this era.
c. The Iron Age
The Iron Age (roughly 1,300 B.C. to 900 B.C.).
• the metal was seen as more precious than gold, and wrought iron (which would be
replaced by steel with the advent of smelting iron) was easier to manufacture than
bronze. • mass production of steel tools and weapons
• the age saw even further advances in architecture, with four -room homes, some
complete with stables for animals, joining more rudimentary hill forts, as well as
royal palaces, temples and other religious structures.
• Early city planning also took place, with blocks of homes being erected along paved
or cobblestone streets and water systems put into place.
 • Agriculture, art and religion all became more sophisticated, and writing systems
and written documentation, including alphabets, began to emerge, ushering in the
Early Historical Period.

INDUSTRIAL AGE
Hand production methods to machines, new chemical manufacturing and iron
production processes • the increasing use of steam power and waterpower, the
development of machine tools and the rise of the mechanized factory system
• The Industrial Revolution also led to an unprecedented rise in the rate of population
growth.
• Textiles were the dominant industry of the Industrial Revolution in terms of
employment, value of output and capital invested. The textile industry was also the
first to use modern production methods.
• Invention of machine tools – The first machine tools were invented. These included
the screw cutting lathe, cylinder boring machine and the milling machine. Machine
tools made the economical manufacture of precision metal parts possible, although
it took several decades to develop effective techniques.

ELECTRONIC AGE
The following are the inventor of Electrical age:
Edison - the inventor of the electric light bulb. This gives him both too much credit
and too little. Too much credit, again, because Edison was not the only one to
devise an incandescent bulb. In additional to a variety of pre-commercial
predecessors, Joseph Swan and Charles Stearn in the U.K. and fellow American
William Sawyer brought lamps to market around the same time as Edison.
Fleming - He showed that the effect consisted in a unidirectional current flow:
negative electrical potential could flow from the hot filament to the cold electrode,
but not vice versa.
De Forest - start experimenting with a 3rd electrode in the bulb, to more separate
the two circuits of his ―relay‖.
Robert von Lieben - bought a telephone manufacturing company with aid of his
parent’s wealth and set out to develop an amplifier for telephone conversations. An
Electronic Age The true vacuum tube formed the root for a whole new tree of
electronic components. As with the relay, so too did the vacuum tube diversify and
diversify again, as engineers found ways to tweak the design just so to suit the
needs of a particular problem. The growth of -odes did not end with diodes and
triodes. It continued with the tetrode, which added an additional grid to sustain
amplification as the number of elements in the circuit grew. Pentodes, heptodes,
even octodes, followed.

NEW (INFORMATION) AGE

The world of information age and the problems.

1. Paralysis through Analysis. In a world of ubiquitous information, there is always
more out there. Information gathering is easy, and often quite enjoyable as well.
2. Easy access to data makes us intellectually lazy. Many firms have invested a lot
of money in ―big data‖ and sophisticated data-crunching techniques.
3. A little learning is a dangerous thing. We are quick to access information that
helps us, but we often lack the ability to make sense of it, or to use it appropriately.
 Consequences
• One is that we become obsessed with getting to the bottom of a problem, and we
keep on digging, desperate to find the truth but taking forever to do so.
• Two is that we become overwhelmed with the amount of information out there and
we give up: we realize we cannot master the issue at hand, and we end up falling
back on a pre-existing belief.

MODULE 3
INFORMATION LITERACY

Lesson 1: Evaluating Information

Definition of Information
1. Knowledge or facts learned, especially about a certain subject or event;
2. The act of informing or the condition of being informed;
3. Knowledge communicated or received concerning a particular fact or circumstance;
news: information concerning a crime;
4. Knowledge gained through study, communication, research, instruction, etc.; factual
data.

If you understand the definition of information, it gives knowledge through the

facts, communication, instruction, and data which gave idea and information.

Characteristics of good information

Posted on September 10, 2013, by webmaster

Valid: Valid information is information is information that is correct and can be used
for the purpose that it is needed. An example of valid is information that you can
trust such as information supplied to you by a governing body.
Reliable: Reliable information if information that you can rely on as being correct. It
will be from a valid and trusted source.
Timely: Timely is another important characteristic of good information. Timely
information is information that is from the correct time period.
Fit for Purpose: Information that is fit for purpose means that it is relevant to what you
need it for.
Accessible: Accessible information is information that is stored in a way that it can be
easily accessed at any time.
Relevant: Relevant information is information that is directly related. When presenting
information, it is important to understand what exactly the person requesting the
information needs.

Ethical Use of Information

PLAGIARISM
Plagiarism is a form of scientific misconduct defined as authoring ideas or words
produced by someone else or from one’s own previous publications and attempting to
publish such work without properly citing the original author and publication.
Plagiarism is easy for writers to avoid by simply not copying any printed sources
and by writing original text in one’s own words, and, if paraphrasing, citing the source.
Unfortunately, these simple rules seem to be either forgotten or ignored by many
authors, as instances of plagiarism have become all too common throughout the
scientific world.
The following should keep in mind:
1. Don’t copy. Mimicking verbatim words from any other paper or book (even if it’s your
own previously published work) is not good writing. Very short quotations are
acceptable when contained within quotation marks and citing the source immediately
following the quote.
2. Write in your own words. Write out all your own ideas without using someone else’s
words or even another’s writing style to help you out. This means that you should
generally avoid paraphrasing as much as possible.
3. When in doubt, cite. If you find yourself citing excessively because of this, it could
be an indication that you’re not writing enough in your own words. This is a sign you
should consider rewriting your paper. Common words and phrases do not need to be
cited or put into quotation marks, but any discussion of commonly understood
concepts must be properly cited.
4. Don’t recycle images, figures, tables, or text from one of your own previously
published papers without citing. In general, it’s better to not republish a figure that
you’ve published before.
5. Ask permission. If you want to use a figure, table, or any kind of data that has not
been published before and has been created or gathered by someone who is not a co-
author of your paper, you absolutely must ask their permission and attribute it to
them.
We recognize that many, probably even most, scientific publications in English
are written by people who are writing in English as a second language, and who may
not live in an English-speaking country. We understand that nonnative speakers may
invest more time and labor writing for English-language journals.

The RA10175
In the Philippines, plagiarism is the same as
copyright and could be consider under the cybercrime
law of the Republic Act 10175, and according to the
Department of Justice, plagiarism is not a crime buts
it is the same in copyright violation. Plagiarism has a
consequences or penalties for about six years of
imprisonment, and a fine of fifty thousand to one
hundred fifty thousand pesos or equivalent to one two
hundred dollars to three thousand six hundred dollars.

Also, in doing research papers and theses, plagiarism and copyright is a big issue.
There are six ways to avoid plagiarism.
1. Paraphrase 2. Cite
3. Quoting 4. Citing Quotes

5. Citing Your Own Material 6. Referencing

MODULE 4 TYPES OF MEDIA

LESSON 1
PRINT MEDIA

Print media resources:

1. Newspaper - They are generally delivered at home, or are available at newsstands,
and it is the most inexpensive way to reach a huge mass of people quickly.
2. Newsletter - A publication that mostly covers one main topic. Sometimes, people must
subscribe for the newsletters, or many a time, they are even free.
3. Magazines - provide detailed articles on various topics, like food, fashion, sports,
finance, lifestyle, and so on. Magazines are published weekly, monthly,
quarterly, or annually, and many of them are sold all over the world.
4. Banners - made of cloth, or paper and are used to show slogans, logos, or some
messages. It is also used for advertising brands in exhibitions, giving out
the names of products, or services that are being provided.
5. Billboards - have mostly become digital, but they qualify under the category of print
media―after all, the advertisements are printed on the billboard. These
include text and graphics―mostly as a combination―so as to make it more
appealing.
6. Books - the oldest form of print media that are used as a way of communication and
information piece. They give an opportunity to writers to spread their
knowledge about a particular subject to the whole world.
7. Brochure - also known as pamphlet, is a kind of booklet that contains the details of
the company, or organization. Generally, brochures are for takeaway, to
keep the brand in the mind of the audience.
8. Flyer - a part of print media. Some of the big companies may not use this type for
advertising of targeting the market, but for small organizations, it can be
very useful and can help in generating business. A flyer should always be
crisp and eye-catching so that it attracts people’s attention.

LESSON 2
BROADCAST MEDIA

Broadcast media resources:

1. Television (digital and analogue) - a telecommunication medium used for transmitting
moving images in monochrome (black and white), or in color, and in two or three
dimensions and sound. The term can refer to a television set, a television show, or
the medium of television transmission. Television is a mass medium for advertising,
entertainment, news, and sports.

2. Radio - the technology of signaling and communicating using radio waves.

3. Internet media - websites, blogs and podcasts; a unique form of communication

between humans such as emails, eBooks, and others.

4. Online streaming - multimedia that is constantly received by and presented to an

end-user while being delivered by a provider. Some popular streaming services
include Netflix, Hulu, Prime Video, the video sharing website YouTube, and other
sites which stream films and television shows; Apple Music and Spotify, which
stream music; and video game live streaming sites such as Mixer and Twitch.

LESSON 3
ONLINE MEDIA PLATFORMS
Online Media Platform Resources:

1. Social Networking - websites and applications to communicate informally with others,

find people, and share similar interests
Examples: Facebook and LinkedIn

2. Microblogging - posting of very short entries or updates on a social networking site

Example: Twitter and Tumblr

Additional tool for managing microblogging: TweetDeck

Tweetdeck downloadable desktop application made exclusively for Twitter, allows

for the organization of tweets through "customizable columns, multiple accounts
toggling, scheduling, and automatically refreshing feeds".

3. Blogging (Using Publishing Websites) - recording opinions, stories, articles, and links
to other websites on a personal website
Examples: Wordpress and Blogger

4. Photo Sharing - publishing a user's digital photos, enabling the user to share photos
with others either publicly or privately
Examples: Instagram, Flickr, Snapchat and Pinterest

5. Video Sharing - publishing a user's digital photos, enabling the user to share photos
with others either publicly or privately
Examples: YouTube, Vimeo, and Periscope

6. Crowdsourcing - obtaining needed services, ideas, or content by soliciting

contributions from a large group of people, particularly those from the online
community
Examples: Ushahidi, Inc.

7. Tools for Managing Multiple Social Media Platforms - an aggregator is a tool that can
be used to "aggregate social media site feeds in one spot, allowing users to search by
keywords.
Examples: Hootsuite

MODULE 5
MEDIA AND INFORMATION RESOURCES

Lesson 1
INDIGENOUS SOURCE OF INFORMATION
The indigenous source of information is a story came from the ancestor. It is
commonly understood as traditional knowledge, although there is debate about whether
the term Indigenous knowledge should be used interchangeably with the term
traditional knowledge or whether it is more accurately a subset of the traditional
knowledge category.
Whilst Indigenous knowledge systems are now recognized as dynamic and
changing, orally transmitted from generation to generation and produced in the context
of Indigenous peoples’ close and continuing relationships with their environment,
definitions, nevertheless, tend to reflect or include the particular focus of those who
define it.
Information from Indigenous sources:
1. Traditional knowledge
2. Developed from experience gained over centuries and adapted to the local culture and
environment.
3. Traditional knowledge is transmitted orally from generation to generation
4. Collectively owned and takes the form of stories, songs, folklore, proverbs, cultural
values, beliefs, rituals, community laws, local language, and agricultural practices,
including the development of plant species and animal breeds.
5. Knowledge is mainly of a practical nature, particularly in such fields as agriculture,
fisheries, health, horticulture, and forestry.

Lesson 2
LIBRARY
The library has different media resources such as books, journals, newspapers,
and other resources. It is place wherein there are many collections of resources. It is
where most having their research and find references. On this lesson, it will discuss the
characteristics of a library and how we can have information.
A collection of books used for reading or study, or the building or room in which
such a collection is kept. Libraries collect, organize, and make accessible their
collections.

Information from library resources:

1. Collections of books, manuscripts, journals, and other sources of recorded
information.
2. Include reference works, such as encyclopedias that provide factual information.
3. Use indexes that help users find information in other sources; creative works,
including poetry, novels, short stories, music scores, and photographs.
4. Where can find biographies, histories, and other factual reports; and periodical
publications, including magazines, scholarly journals, and books published as part
of a series.
5. Facilitate the borrowing and lending of materials.

Lesson 3
INTERNET AND OTHER RESOURCES

It is the easiest access of resources. It can be use using computer, laptop, or

smart phone. The access of internet can give data and information. It can use anywhere
and accessible in every time that a person needs. Online platforms support so many of
our daily activities that we have become dependent on them in our personal and
professional lives. We rely on them to buy and sell goods and services, to find
information online and to keep in touch with each other. We use them for entertainment,
news, transportation, accommodation, finding jobs and employees, finding apps and for
many other purposes.
It is a direct source of information for your patrons and a tool for you to use when
assisting them. Many library resources are provided for patrons on the Internet, locally
or through statewide systems.

Online Media Platform Resources:

1. Enabled easy access to many resources, and information.
2. Resources can be used in any location and any time.
3. Supports human communication via social media, electronic mail (e-mail), “chat
rooms,” newsgroups, and audio and video transmission and allows people to work
collaboratively at many different locations.
4. Supports access to digital information by many applications, including the World
Wide Web.
5. Sharing computer resources.

Types of Online Learning Platforms

1. Learning Destination Sites
A learning destination site is a shared website that offers courses from many
different providers.
2. Traditional Learning Management System
A traditional commercial Learning Management System is a type of platform that
provides the basic functionality necessary for developing and hosting an online
course.
3. Open-Source Learning Management System
An open-source Learning Management System is a type of platform that provides
the basic functionality necessary for developing and hosting an online course — much
like the commercial LMS solution.
4. Modern Learning Management Solutions
With the well-documented frustration that users often have with traditional
learning management solutions, a new wave of modern solutions has emerged.
5. Learning Management Ecosystems
Another type of online learning platform is the learning management ecosystem.
With this model, organizations look to use best-of-breed “point” solutions and knit
them together into one platform.
6. Custom Built Learning Platform
Last of the online learning platforms is the full custom built learning platform. With this
solution, you build all, or most, of the technology you need from scratch by focusing
on serving the business, learner, and pedagogy.