MEDIA AND INFORMATION LITERACY

WHAT'S WITH IT?

The unit starts with laying the groundwork of principles that will aid you in your understanding and appreciation of what it means to be media and information literate.

You should acquire the skills necessary to contend with media, communication, and information. Acquiring these skills will require you to familiarize yourself with the terms and definitions of related and relevant concepts.

The topics in this unit will prepare you to be more efficient and effective producers, consumers, and transmitters of information and media messages.

MODULE 1 : INTRO TO MEDIA AND INFORMATION

MOTIVATION:

ASK THE STUDENTS TO CONSIDER HOW A LESSON IN MATH (OR ANY OTHER SUBJECT) IS IMPARTED TO YOU. CONSIDER THE TECHNIQUES AND STRATEGIES OF THE INSTRUCTOR IN MAKING SURE THE LESSON IS UNDERSTOOD AND APPRECIATED BY THE CLASS. YOU MAY WANT TO CHOOSE TWO SUBJECTS: ONE TALKING ABOUT THE ABSTRACT CONCEPTS LIKE MATH OR STATISTICS, AND THE OTHER ONE TALKING ABOUT EMPIRICAL EVENTS IN SOCIETY LIKE THE SOCIAL SCIENCES.

DEFINING COMMUNICATION (PROCESSING)

EXPLAINING THE COMMUNICATION PROCESS THROUGH MODELS

TRANSMISSION MODEL

HAROLD LASWELL

EXPLAINING THE COMMUNICATION PROCESS THROUGH MODELS

TRANSMISSION MODEL

Westley and MacLean’s Model of Communication (1957)

RITUAL OR EXPRESSIVE MODEL

RECEPTION MODEL

Osgood- Schramm Model Of Communication (1954)

Berlo’s SMCR Model of Communication (1960)

TRANSMISSION MODELS Shannon-Weaver’s Communication Model (1948)

MEDIA, INFORMATION, AND TECHNOLOGY LITERACY

MEDIA, INFORMATION, AND TECHNOLOGY LITERACY

1. ASK LEARNERS TO STATE THE MEANING OF THE FOLLOWING IN THEIR OWN WORDS.

A. MEDIA LITERACY

B. INFORMATION LITERACY

C. TECHNOLOGY LITERACY

D. MEDIA AND INFORMATION LITERACY

2. ASK FOR VOLUNTEERS TO SHARE THEIR DEFINITION TO THE LARGER CLASS, AND INSTRUCT THE LEARNERS TO USE THE THUMB-O-METER (THUMBS UP TO AGREE, THUMBS DOWN TO DISAGREE) TO PROVIDE QUICK FEEDBACK

3. PROCESSING.

MODULE 2: THE EVOLUTION OF TRADITIONAL TO NEW MEDIA

INTRODUCTION

1. Review the key points of Introduction to Media and Information Literacy from the previous lesson.

2. Learning objectives:

Examine the technology or resources available during the prehistoric age, the industrial age, the electronic age, and the new or digital age.

Identify the devices used by people to communicate with each other, store information, and broadcast information across the different ages.

Engraving by Willy Stöwer: Der Untergang der Titani

Motivation (5 mins)

MEDIA THEN

1. SHOW A PICTURE OF THE MAIDEN VOYAGE OR SINKING OF THE RMS (ROYAL MAIL SHIP) TITANIC. TALK ABOUT THIS FAMOUS WORLD EVENT OF APRIL 14, 1912 (https://www.history.com/this-day-in-history/titanic-sinks).

2. Pose this question to the learners: "If the Titanic sank somewhere in the Atlantic Ocean, how do you think the news reached people in England and New York at that time?"

3. Discuss how people used the telegraph and telegram for faster means of communication during that time.

4. Pose this question to the learners: "Igf the Titanic sank today, in what format would people receive or red the news?"

DISCUSSION

PRE-INDUSTRIAL AGE

INDUSTRIAL AGE

ELECTRONIC AGE

INFORMATION AGE

PRACTICE

KNOWING YOUR MEDIA AT DIFFERENT AGES. Have the learners form groups of six members. Using Manila paper and markers, each group should provide answers to fill in the table.

EVALUATION

AFTER REPORTING, DISCUSS WITH THE LEARNERS THE ROLES AND FUNCTIONS OF MEDIA IN DEMOCRATIC SOCIETY. DISCUSS WITH THE LEARNERS THE FOLLOWING QUESTIONS:

GIVEN THE AVAILABLE MEDIA THAT WE NOW HAVE IN THE WORLD, WHAT ARE ITS ROLES AND FUNCTIONS IN A DEMOCRATIC SOCIETY?

IN WHAT WAY DOS MEDIA AFFECT YOUR LIFE (PERSONAL. PROFESSIONAL, ACADEMIC, SOCIAL, OTHERS)?

MODULE 3: INFORMATION LITERACY

LEARNING OBJECTIVES

AT THE END OF THE LESSON, THE LEARNERS ARE ABLE TO:

1. IDENTIFY THE IMPORTANCE OF PROPER SOURCING OF DATA

2. VALIDATE INFOMRATION

3. VALUE THE ETHICAL USE OF COMMUNICATING INFORMATION

LESSON OUTLINE (120 MINS.)

REVIEW INFORMATION LITERACY

MOTIVATION KNOWLEDGE IS POWER

"Knowledge is an important aspect of human life that leads to activities that contribute to one gaining wealth, influence, and power."

INSTRUCTION ETHICAL USE OF INFORMATION

(Stage/Elements of Information Literacy, Plagiarism, Strategies to avoid plagiarism)

PRACTICE ACADEMIC FIELD TRIP PLAN

ENRICHMENT ESSAY

PRACTICE (60 MINUTES)

1. Instruct the learners to form groups of seven to ten members. Assign a leader to facilitate the group.

2. The group is tasked to plan an academic trip. They must list pertinent information on two possible destinations (somewhere in the country or abroad.

3. To present valid and reliable information, discuss with the learners the following:

Identify the information needed-- what, where, who, when, why, how.

Determine all the possible sources, select the best sources-- www, books, brochures, travel guide , map and atlases, family members and friends.

PRACTICE (CONTINUATION)

Locate and find information within the sources-- blogs, travel reviews, posts from social networking sites, travel features, pictures, stories, and testimonials.

Extract the best relevant information and cite pertinent sources.

4. Let the learners accomplish the matrix and present their output to class in a creative way.

MODULE 4: TYPES OF MEDIA

LEARNING OBJECTIVES

1. CLASSIFY CONTENTS OF DIFFERENT MEDIA TYPES

2. DEFINE MEDIA CONVERGENCE THORUGH CURRENT EXAMPLES

3. DISCUSS TO CLASS ON HOW PARTICULAR INDIVIDUAL IS PORTRAYED IN PUBLIC USING DIFFERENT TYPE OF MEDIA.

MOTIVATION

TYPE OF MEDIA

1. Write the following media formats on the board:

books, newspaper, television, Youtube, etc.

2. Present this matrix and ask the learners to classify the terms above. Call on learners and have them write the terms in their corresponding columns.

MOTIVATION

3. Check the learners' work and misconceptions

DISCUSSION

TYPES OF MEDIA

MEDIA CONVERGENCE PLATFORM SPECIFIC EXAMPLE

COMMUNICATION

LEARNING COMPETENCIES

COMPARE POTENTIAL SOURCES OF MEDIA AND INFORMATION

INTERVIEW AN ELDER FROM THE COMMUNITY REGARDING INDIGENOUS MEDIA AND INFORMATION SOURCES

LESSON OUTLINE

INSTRUCTION MIND MAPPING AND DISCUSSION

(Indigenous, Indigenous knowledge, Indigenous communication, Indigenous media and information)

ACTIVITY INVITE 2-3 REPRESENTATIVES FROM THE LOCAL COMMUNITY

(Their role in community, type of information they are responsible for, or the info that they receive and pass on to the community)

ENRICHMENT ESSAY

("How do people find information that matches my needs?" and "How do I choose from the wide variety of information made available by different sources?")

MEDIA AND INFORMATION LANGUAGES

LESSON OUTLINE

MOTIVATION IDENTIFY FIVE SIGN AND SYMBOLS IN THEIR COMMUNITY THAT ARE USED TO CONVEY INFORMATION (FOR DIRECTIONS, LOCATIONS, ETC.)

INSTRUCTION MEDIA AND INFORMATION LANGUAGES

(Media Languages, Technical codes, Symbolic codes, Convention)

PRACTICE CONTROVERSIAL PRINTED COMMERCIAL AD

(Target audience, Sender/Author, Purpose, Content, Form/Style, Medium/Format)

ENRICHMENT PICTURE ANALYSIS

SAMPLE PICTURES

LEGAL, ETHICAL, AND SOCIETAL ISSUES IN MEDIA AND INFORMATION

CONTENT STANDARDS

THE LEARNERS DEMONSTRATE AN UNDERSTANDING OF THE LEGAL, ETHICAL, AND SOCIETAL ISSUES IN THE USE OF MEDIA AND INFORMATION

PERFORMANCE STANDARDS

THE LEARNERS SHALL BE ABLE TO CONDUCT A CASE STUDY ON AN OFFENSE, INVESTIGATION, OR DECISION PERTAINING TO ANY OF THE MEDIA AND INFORMATION ISSUES WITHIN THEIR COMMUNITY

LESSON OUTLINE

MOTIVATION PICTURE TALK

(Republic Act No. 8293 or the Intellectual Property Code of the Philippines)

INSTRUCTION INTELLECTUAL PROPERTY

(COPYRIGHT, PATENT, TRADEMARK, INDUSTRIAL DESIGN, GEOGRAPHICAL ORIGIN)

EVALUATION PRESENTATIONS

PROTECTING THE ARTISTS' COPYRIGHT (Short rap that promotes anti-plagiarism with the following mechanics)

BRDGING DIGITAL DIVIDE (Make a short play that shows how to bridge the digital divide in your school or community)

DRAFTING NETIQUETTE (Draft netiquette rules for your school)

MODULE 8: OPPORTUNITES, CHALLENGES AND POWER OF MEDIA AND INFORMATION

MODULE 9: CURRENT AND FUTURE TRENDS OF MEDIA AND INFORMATION

MODULE 10: MEDIA AND INFORMATION LITERATE INDIVIDUAL

MOTIVATION

Wearable Technology Have the learners watch the 5-minute video entitled, “2015 Top Smartband” (Youtube at https://www.youtube.com/watch?v=3uLYJTFBBgo) then pose the following guide questions learners:

1. What are the top 3 features of the Smartband that you like best?

2. Do you think Smartbands can make communication among Filipinos easier or faster?

3. Which gadgets do you think would benefits each of the following sectors the most: Fisher-folk, agriculture, and women? Explain your answer.

MAIN ACTIVITY

a. The task of each group is to design a prototype of a piece of technology that will help the lives of Filipinos in the following sectors:

Fishing

Agriculture

Women

Indigenous People

MAIN ACTIVITY

a. The task of each group is to design a prototype of a piece of technology that will help the lives of Filipinos in the following sectors:

Fishing

Agriculture

Women

Indigenous People

b. A prototype is an original model on which something is patterned (for a full definition, you may look up the word “prototype” in a dictionary.) Your prototype must exhibit features of what the later type would look like. Imagine a company will actually fund the creation of this prototype and you are going to pitch the idea to them.

MAIN ACTIVITY

1. Your task is to design a prototype of something that will help entrepreneurial women.

2. Watch the video on how the women in Payatas, Quezon City (a dumping site) became entrepreneurs through the help of Rags2Riches and fashion designer Rajo Laurel. The video may be viewed here: https://www.youtube.com/watch?v=-g2x8QreMoE

3. In order to come up with your prototype, fill in the table below using the information from the videos. The information can then guide you in your design. Afterward, you may then draw your prototype.

4. Submit the answered table and the prototype to your teacher or to your MIL portal. You may use cartolina or manila paper, or presentation software.

5. Choose presenter/s from the group to present your output to the class

MEDIA & INFORMATION: DESIGN PRINCIPLES, ELEMENTS AND SELECTION CRITERIA

SUBSTANCE AND FORM COME TOGETHER SO NATURALLY THAT UNDERSTANDING ONE WILL REQUIRE UNDERSTANDING THE OTHER AS WELL.

BEFORE YOU CAN PROPERLY EVALUATE THE CONTENT, YOU MUST BE FAMILIAR WITH THE FORM CONTENT TAKES AND THE PROCESSES THAT LEAD TO ITS CREATION.

INFORMATION COME IN MANY FORM AND COME FROM MANY SOURCES.

IN THIS UNIT, YOU WILL BE ORIENTED ON THE DESIGN PRINCIPLES, ELEMENTS, AND SELECTION CRITERIA

PEOPLE AND MEDIA

(Human beings can become channels of communication)

TEXT INFORMATION AND MEDIA

(Text is considered the main mode of communication from which other media modalities are based from)

VISUAL INFORMATION AND MEDIA

(V.I in the form of pictures and drawings may effectively convey information where they rely with codes and symbols)

AUDIO INFORMATION AND MEDIA

(Sound has both technical and aesthetic functions in media production)

PEOPLE MEDIA

CLASS ACTIVITY: CASE STUDY

IMPACT OF CITIZEN JOURNALISM AND SOCIAL MEDIA

Mr. Nestor Punzalan who was falsely accused of killing a person in a road rage turned into shooting incident in Quiapo. The incident was caught on CCTV and was made viral on Facebook

The video of the road rage turned into shooting incident in Quiapo became viral after it was shared by Top Gear Philippines on Facebook.

Top Gear wrongfully accused Mr. Nestor Punzalan as the suspect in the said shooting incident.

CLASS ACTIVITY: CASE STUDY

Mr. Nestor Punzalan and his wife deactivated their Facebook accounts after receiving bashings and death threats. Mr. Punzalan even went to the police to clear his name.

Undeniably, social media was also instrumental in the arrest of the suspect Vhon Tanto who later admitted his crime on national television.

CLASS ACTIVITY: CASE STUDY

CLASS DISCUSSION

How was Mr. Nestor Punzalan affected by being wrongfully accused in social media as the suspect in the said shooting incident?

What is the liability of Top Gear, other media outlets, and netizens who wrongfully accused Mr. Nestor Punzalan as the suspect in the said shooting incident?

CLASS ACTIVITY: CASE STUDY

CLASS DISCUSSION

What important lessons can we learn from this event as a social media user?

How can we prevent this kind of incident as experienced by Mr. Punzalan from happening in the future?

TEXT MEDIA AND INFORMATION

Show to the learners an example of a fraudulent text message:

I am Attorney Robert Limco of Happy Cola Company. Congratulations! Your SIM card number has been chosen in our raffle draw. You have won 500,000 pesos. Please give me your bank account number so we cann deposit your reward. For more details, please contact me.

Pose the following questions to the learners and discuss:

What is the tone of this fraudulent message? (Enticing, scary, informative, formal, encouraging, etc.)

Why do you think Filipinos fall for this kind of fraudulent or scam text message?

Do you think that text-based messages are powerful?

MOTION MEDIA AND INFORMATION

(Moving images with audio interaction functions with most impressionable characters because of its cathartic effect.)

MANIPULATIVES/INTERACTIVE MEDIA AND INFORMATION

(It is associated with interactive media, by way of media convergence.)

MULTIMEDIA INFORMATION AND MEDIA

(It is a combination of modalities such as text, visuals (images, graphics, video, and animation), and audio or sound media which creates a complete experience of the content)

MOTION MEDIA AND INFORMATION

STORYBOARD AND VIDEO

MANIPULATIVE/ INTERACTIVE MEDIA AND INFORMATION

ONLINE SURVEY

INTREACTING WITH SOCIAL MEDIA

1. HAVE THE LEARNERS THINK ABOUT THEIR EXPERIENCES USING SOCIAL MEDIA ACCOUNTS

2. ASK THE LEARNERS WHY THEY THINK FACEBOOK IS VERY POPULAR. ASK THEM THE WAYS IN WHICH THEY INTERACT WITH THEIR SOCIAL MEDIA ACCOUNTS.

3. PRESENT THE INFOGRAPHUC ABOUT MOST POPULAR ACTIONS ON FACEBOOK.

4. ASK THE LEARNERS WHICH OF THE ACTIONS THEY HAVE DONE ON FACEBOOK

5. START A DISCUSSION ABOUT WHICH OF THE FF ACTIONS ARE INTERACTIVE

6. ASK THE LEARNERS WHAT CONTENT A USER IS PROVIDING TO FACEBOOK EVERYTIME THEY DO THAT ACTION.