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 Module
MEDIA AND INFORMATION,
4
I. Curriculum Standards:
THEN AND NOW

Content Standards The learner demonstrates understanding of media and information

literacy (MIL) and MIL related concepts.
Performance The learner organizes a creative and interactive symposium
Standards for the community focusing on being a media and information
literate individual.
Learning MIL11/12IMIL-IIId-1. Explain how the evolution of media from
Competencies traditional to new media shaped the values and norms of people
and society.
Damean’s Beat and Presence and Participation
Related Values Community-Oriented Citizens
Critical Thinking
Problem Solving
ICT Fluency
Time Frame 8 days

II. Learning Objectives:

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

1. Identify traditional media and new media, and their relationships;

2. Examine the technology or resources available during the prehistoric age,
the industrial age, the electronic age, and the new or digital age;
3. Identify the devices used by people to communicate with each other, store
information, and broadcast information across the different ages; and
4. Editorialize the roles and functions of media in democratic society.

III. Resources:
a. Materials:

Module, Padlet, News clips

b. References:

Magallanes, M. A. M. (2020). Media and Information Literacy. Philippines;

Department of Education-Bureau of Learning Resources (DepEd – BLR).

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Lesson Proper:

Introduction

This module will introduce you to the role that new and converging technologies are
playing in the widening participation of citizens in social, economic and political change. It
explains how new digital and electronic forms of media (online news, blogs, Wikipedia,
YouTube, social networking applications, video gaming, etc.) have evolved from traditional
media and how they are enabling greater access to information and knowledge, freedom of
expression, good governance and participation in democratic processes.

The co-existence of print media, broadcast media (radio and television), the Internet,
mobile phones, etc. is also allowing media content to flow across various platforms, widening
access to information and creating a participatory culture where citizens not only consume
information, but actively participate in its production and distribution. New information and
communication technologies (ICTs), for example, have opened up opportunities for greater
audience participation in information and knowledge sharing, and are encouraging people to
actively engage in the democratic process, causing more societies to open up.

In effect, new media and converging technologies are creating new spaces for self-
expression and participation in public discourse on a wide range of social, economic and
political issues. New media platforms are allowing citizens to consciously engage in the
democratic process in their societies, and helping to bring global news and issues much closer
to local societies. In this module, you will understand the following lessons:

• Lesson 4 – Evolution of Media

• Lesson 5 – Types of Media
• Lesson 6 – Media and Information Sources

Lesson 4: Evolution of Media

An important development with the growth of digital media has been the move from a
traditional communication model of ‘one to many’, characteristic of print and broadcast media, to
a ‘peer to peer’ model that facilitates collaborative creation and sharing of content. As content is
digitized, it becomes accessible from a multitude of devices, including radio, television, personal
computer and, perhaps most importantly, the mobile phone, which is emerging as the dominant
platform for delivering content of all kinds. The digitalization of voice, image, sound and data –
known as convergence – is creating new opportunities for interaction. This lesson will talk about
the media development breakthrough with the human history.

In this lesson, you will:

• identify traditional media and new media, and their relationships;
• 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; and
• editorialize the roles and functions of media in democratic society.

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Formative Activity 4.1 Traditional to New Media

“ Titanic, in full Royal Mail Ship (RMS) Titanic, British

luxury passenger liner that sank on April 14–15, 1912,
during its maiden voyage, en route to New York City
from Southampton, England, killing about 1,500
passengers and ship personnel. One of the most famous
tragedies in modern history, it inspired numerous stories,
several films, and a musical and has been the subject of
much scholarship and scientific speculation.”

Source: [Link]

Contributed by: Amy Tikkanen Retrieved on : May 22, 2020

Activity 4.1 Traditional to New Media

In our padlet, try to answer the following:

1. 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? Indicate any form of communication you
might think of that is existing during that time.

2. If the Titanic sank today, in what format would people receive or read the news? Indicate
your favorable form of media format you can think that is existing during this time and
discuss why you chose this media format.

Discussion

More than 1,500 people died in the sinking of the Titanic, but more than 700 survived.
Those who did owed their escape to the newest communications technology of the time:
wireless telegraphy.

Media fulfills several basic roles in our society. One obvious role is entertainment. Media
can act as a springboard for our imaginations, a source of fantasy, and an outlet for escapism. It
can also provide information and education. Information can come in many forms, and it may
sometimes be difficult to separate from entertainment. Today, newspapers and news-oriented
television and radio programs make available stories from across the globe, allowing readers or
viewers in London to access voices and videos from our country or neighboring nations. Books
and magazines provide a more in-depth look at a wide range of subjects. Similarly, it can be
used to monitor government, business, and other institutions.

These are how media and information has evolved throughout history. It is described into
four ages.

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)

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 • 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. EDSAC (1949) and UNIVAC
1 (1951)
• Mainframe computers - i.e. IBM 704(1960)
• Personal computers - i.e. Hewlett Packard 9100A (1968),
Apple 1 (1976)
• OHP, LCD projectors
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), Internet Explorer (1995)
• Blogs: Blogspot (1999), LiveJournal (1999), Wordpress
(2003)
• Cloud and Big Data
• Smart phones
• 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.

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ROLES OF MEDIA IN A DEMOCRATIC SOCIETY

Transitions from one technology to another have greatly affected the media, although it
is difficult to say whether technology caused a cultural shift or resulted from it. The role of the
media is vital in generating a democratic culture that extends beyond the political system and
becomes engrained in the public consciousness over time.

Media fulfills several roles in our democratic society, including the following:

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.
Media act as a catalyst for democracy and development, helping to make public
participation meaningful. If media is honest and committed in its job, democracy is bound to
function more efficiently, and the loopholes present in any democratic system can certainly be
plugged to the fullest satisfaction of the people.

On the contrary, if media is biased, corrupt and favors only a particular party or few
individuals, it can prove to be very dangerous for the smooth functioning of democracy. No one
can become perfect and one can only strive to become so. The same holds true for our media
also. Certainly, there is still a lot of scope for improvement by which the media can rise upon the
aspirations of the people for which it is primarily meant.

Ac#vity 4.3 Your Thoughts Count

Instruc)on: Make a Cartoon analysis of the given illustra)on. Write your answer in a separate
sheet of paper.

What can you say about this?

Retrieved from::
[Link]

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 Ac#vity 4.4 Your Internet Usage Ma;ers
The human popula)on was es)mated to be 7.6 billion at the turn of the year, using an es)mate
8.1 billion devices connected to the Internet. In your notebook, try to answer the following:

1. How oFen do you use the internet on any device/in any place?
2. Do any factor/s limit or prevent your use of the internet?
3. Can you enumerate the different ways you have known on how to use the internet?
4. Aside from the entertainment purposes, do you find a posi)ve poten)al on using the internet?
5. Explain briefly the concept of Internet of Things (IoT).

INTERNET OF THINGS (IoT)

Mobile networks already deliver connectivity to a broad range of devices, enabling the
development of innovative new services and applications. This new wave of connectivity is
going beyond tablets and laptops; to connected cars and buildings; TVs and game consoles;
smart meters and traffic control; with the prospect of intelligently connecting almost anything
and anyone.

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.
A common understanding of the distinctive nature of this nascent opportunity should
help hasten this development. This has believed to be full blown in the next decade. The figure
depicts a Smart City.

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Source: McKinsey internal research, GSMA

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The IoT will also help widen access and improve quality of education and health

Source: McKinsey, GSMA, Qualcomm, GSV

In education, mobile-enabled solutions will tailor the learning process to each student’s
needs, improving overall proficiency levels, while linking virtual and physical classrooms to make
learning more convenient and accessible.

The Internet of Things promises to deliver a step change in individuals’ quality of life and
enterprises’ productivity. Through a widely distributed, locally intelligent network of smart
devices, the IoT has the potential to enable extensions and enhancements to fundamental
services in transportation, logistics, security, utilities, education, healthcare and other areas,
while providing a new ecosystem for application development.

Inasmuch, information overload might be the challenge of the incoming generation. As an

empowered SHS student, truly your role is to enhance your media and information literacy in
order for you to be secured in this digital- driven world.

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 Notre Dame of Dadiangas University
Integrated Basic Education Department- Espina Campus
Labangal, General Santos City

Performance Task 1 Date: ______________________

Name: ______________________________________ Grade & Section: _____________

INTERNET OF THINGS-Group Activity

Instruction:

1. Look for a journal or article about Internet of Things (IoT) in ACM website ([Link]
2. Write a literature review of the chosen article. Follow the attached template in writing the
literature review.
3. Write the title of the chosen article, and names in the first page.
4. Submit your activity in PDF format.

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 Wri$ng Centre
Literature Review Template
Defini&on: A literature review is an objec)ve, cri)cal summary of published research literature relevant
to a topic under considera)on for research. Its purpose is to create familiarity with current thinking and
research on a par)cular topic, and may jus)fy future research into a previously overlooked or
understudied area.

A typical literature review consists of the following components:

1. Introduc)on:

• A concise defini&on of a topic under considera)on (this may be a descrip)ve or

argumenta)ve thesis, or proposal), as well as the scope of the related literature being
inves)gated. (Example: If the topic under considera)on is ‘women’s war)me diaries’, the
scope of the review may be limited to published or unpublished works, works in English,
works from a par)cular loca)on, )me period, or conflict, etc.)
• The introduc)on should also note inten)onal exclusions. (Example: “This review will not
explore the diaries of adolescent girls.”)
• Another purpose of the introduc)on is to state the general findings of the review (what
do most of the sources conclude), and comment on the availability of sources in the
subject area.

2. Main Body:

• There are a number of ways to organize the evalua)on of the sources. Chronological and
thema&c approaches are each useful examples.
• Each work should be cri)cally summarized and evaluated for its premise, methodology,
and conclusion. It is as important to address inconsistencies, omissions, and errors, as it
is to iden)fy accuracy, depth, and relevance.
• Use logical connec)ons and transi&ons to connect sources.

3. Conclusion

• The conclusion summarizes the key findings of the review in general terms. Notable
commonali)es between works, whether favorable or not, may be included here.
• This sec)on is the reviewer’s opportunity to jus&fy a research proposal. Therefore, the
idea should be clearly re-stated and supported according to the findings of the review.

4. References

• As well as accurate in-text cita)ons, a literature review must contain complete and
correct cita&ons for every source.
© Pamela Fry

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 Notre Dame of Dadiangas University
Integrated Basic Education Department- Espina Campus
Labangal, General Santos City

Activity Date: ______________________

Name: ______________________________________ Grade & Section: _____________

Individual Activity

Being an empowered SHS student, your role is to showcase your versatility in all
forms of media. Perform the following instruction:
1. Draw on a short bond paper a political cartoon depicting your opinion about how
Philippine media performs its roles and functions in the Philippines which is a
democratic country.
2. In a separate sheet of bond paper, explain the message of your political cartoon in
not less than 3 sentences.
3. Attach this document as a frontpage of your activity.
4. Submit your output in our school’s guardhouse.

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