OCCIDENTAL MINDORO NATIONAL HS

Mamburao, Occidental Mindoro

 MEDIA AND INFORMATION LITERACY 11/12

SEMESTER – 1ST / 2ND

WEEK 1

INTRODUCTION TO MEDIA
AND
Competencies covered:
Describe how INFORMATION LITERACY
communication is
influenced by media and
information

Content Standards:
The learner demonstrates understanding of
media and information literacy (MIL) and MIL
related concepts.

Performance Standards:
The learner organizes a creative and interactive
symposium for the community focusing on being
a media and information literate individual.

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 MEDIA AND INFORMATION LITERACY 11/12

HOW DO YOU USE THIS MODULE?

Before starting the module, I want you to set aside other tasks that will disturb you while
enjoying the lessons. Read the simple instructions below to successfully enjoy the
objectives of this self-learning module.

1. Follow carefully all the contents and instructions indicated in every page of this
module.
2. Write on your notebook the concepts about the lessons. Writing enhances
learning, that is important to develop and keep in mind.
3. Perform all the provided activities in the module.
4. Let your facilitator/guardian assess your answers using the answer key.
5. Happy learning!

PARTS OF THE MODULE

GET STARTED
This will give you an idea of the skills or competencies you are expected to learn in the module.

GET REFRESHED
This will measure your prior knowledge and the concepts to be mastered throughout the lesson. This
section will measure what learnings and skills understood/gathered from the previous lesson.

GET ACQUAINTED
This is a brief drill or review to help you link the current lesson with the previous one. In this portion,
the new lesson will be introduced to you in various ways; a story, a song, a poem, a problem opener,
an activity or a situation.
Introduction to Media and Information Literacy
GET INVOLVED
This section provides a brief discussion of the lesson. This aims to help you discover and understand
new concepts and skills.

GET INFORMED
This section summarizes the concept and application of the lesson.

GET AHEAD
This comprises activities for independent practice to solidify your understanding and skills of the
topic. It also provides an activity which will help you transfer your new knowledge or skill into real life
situations or concerns.

GET ASSESSED
This is a task which aims to evaluate your level of mastery in achieving the learning competency.

GET MOVING
In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson
learned.

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 MEDIA AND INFORMATION LITERACY 11/12

GET STARTED

Welcome to the Digital World!

We live in a world where the quality of information we

receive largely determines our choices and ensuing actions,

including our capacity to enjoy fundamental freedoms and the

ability for self-determination and development.

Driven by technological improvements in

telecommunications, there is also a proliferation of media and

other information providers through which vast amounts of information and knowledge

are accessed and shared by citizens (Karklins, J., UNESCO).

This Module is an introductory part for the subject in Media and Information

Literacy, which will pave the way towards more meaningful discussions and interactions.

This is aimed in introducing the concept of Media and Information Literacy to Senior High

School learners, as solid ground for college readiness. Basic concepts and terminologies

will be presented as we go along the module.

In this module, you will be able to:

 describe how communication is influenced by media and information

Before you continue to browse the content of this module, take note that you

need to use separate paper in answering the activities. Please be reminded to analyze

and follow the instructions.

Enjoy reading this module and happy learning!

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 MEDIA AND INFORMATION LITERACY 11/12

GET REFRESHED

Let’s find out, how aware you are with the concepts and terms in

media and information literacy.

Answer the items below by selecting the letter of the best

answer from among the given choices.

1. This type of literacy identifies what the information is for, where to find it, and how to evaluate it.
A. Media Literacy C. Information Literacy
B. Technology Literacy D. All of the Above

2. The medium of communication that requires face to face interaction using one’s voice as the tool to
deliver the message.
A. Digital/ Interactive Communication C. Conversation
B. Public Speaking D. Digital Art

3. The following are possible sources of information, EXCEPT:

A. Newspaper C. Television
B. Printer D. Smartphones

4. Which of the following is an example of technology used as a medium of communication?

A. Newspaper C. Television
B. Laptop computers D. Smartphones

5. An information literate person should first understand the situation or problem to figure out the what
specific type of information he or she needed.
A. True C. False
B. Maybe D. Neither True or False

6. It is defined as the as the imparting and exchanging of information or news.

A. Communication C. Public Speaking
B. Media D. Information Sources

7. Physical things such as tarpaulin billboards, posters, in-package information contained in product
packaging are example of what medium of communication?
A. Visual Art C. Physical Medium
B. Digital/ Interactive D. Documents/ Letters

8. This refers to various channels of communication between a person or persons and their intended
audience.
A. Communication C. Public Speaking
B. Media D. Information Sources

9. This is considered the oldest form of Media

A. Print C. Physical Medium
B. Visual Art D. Digital/ Interactive

10. It is the ability of an individual, either working independently or with others, to responsibly,
appropriately, and effectively use technological tools.
A. Media Literacy C. Information Literacy
B. Technology Literacy D. All of the Above

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 MEDIA AND INFORMATION LITERACY 11/12

GET ACQUAINTED

In this fast-paced, technology-driven time, we are bombarded with various

information here and there, in the convenience of a click, right in the comforts of our very
own homes. Being Senior High School students, you are expected to be literate, not just
in terms of numbers and letters, but to be able to fully grasp up to what extent information
may be used and distributed.

But first, we need to take a close look at the ways by which we use, and eventually
distribute information. Hence, we will look into communication and its medium. Take a
look at the picture below.

Photo Credit: [Link]

The picture above depicts how each individual communicate at different levels, at
different forms. Each one of us has a personal concept of communication.
Communication is broadly defined as the imparting and exchanging of information or
news (Retrieved from [Link] on
October 31, 2018).

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 MEDIA AND INFORMATION LITERACY 11/12

In order to communicate, we use different medium of communication to carry

out the message we want to convey. There are various outlets that we can use in order
to deliver our message. Few of the examples are listed below.

Table 1. Examples of Communication Medium

Communication Medium How it Works

Person to person interaction using one’s voice as the tool to
Conversation deliver the message.
One to many interaction using one’s voice as the tool to
deliver the message to a large number of people, at any
Public Speaking given time.
Written messages in whatever form, usually on paper and
Documents/ Letters/ Mails print.
Messages rendered in the form of paintings, drawings,
photography, videos, images, and the like, that conveys
Visual Art specific emotion, idea or thought.
Physical things such as tarpaulin billboards, posters, in-
Physical Medium package information contained in product packaging, and
the like.
Digital and electronic means to convey messages such as
Digital/ Interactive website or computer application, primarily by the use of
internet.

How about you, can you add more to the list?

With the concept of communication defined above, how then can media affect

communication? But, before we discuss further on that, we will contextualize media,

as it is used in your daily lives and routine as students.

With communicating, we make use of different channels so as to convey and/or

exchange information. Imagine a typical day in your life as a Senior High School

Student.

Identify and list down ten (10) different kinds of media that you use in order to

communicate information. The first one is done for you.

Use your notebook in doing the activities (Activity 1 & 2).

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 MEDIA AND INFORMATION LITERACY 11/12

Activity 1: “Kinds of Media Used Daily”

Media Used
1. Cellular Mobile Phones

2.

3.

4.

5.

6.

7.

8.

9.

10.

Activity 2: “Identification of the Uses of Media”

From the list that you have identified from Activity 1, identify the use of

the specific media listed if it is (A) Source of Information, (B) Medium of

Communication, or (C) Both. The first one is done for you.

Media Used Use of Media

1. Cellular Mobile Phones (B) Medium of Communication
2.
3.
4.
5.
6.
7.
8.
9.

10.

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 MEDIA AND INFORMATION LITERACY 11/12

GET INVOLVED

Read and analyze the illustration below.

Activity 3: “Picture Analysis”

Instructions: Analyze the image below and answer the questions in your
notebook.

Comprehension Questions:
1. What is the message in this illustration?
2. Do you agree with this illustration regarding communication? Why or why
not?

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 MEDIA AND INFORMATION LITERACY 11/12

Types of Communication Model

1) Components of Lasswell’s Communication Model

Components Meaning Analysis

The communicator or
Who sender or source of Control Analysis
message
The content of the
Says What Content Analysis
message
In Which Channel The medium or media Media Analysis
The receiver of the
To Whom message or an Audience Analysis
audience
The feedback of the
With What Effect Effect Analysis
receiver to the sender

Explanation of different Components of Lasswell’s Model

 Control analysis helps the sender to have all the power.

 Content analysis is associated to stereotyping and representation of
different groups politically. It is also related to the purpose or the ulterior
motives of the message.
 Media analysis represents which medium should be used to exercise
maximum power against the receivers.
 Audience analysis shows who are the target population to be manipulated
or brain-washed.
 Effect analysis is done before the process starts. It is used to predict the
effect of message over the target population to be exploited.

2) Osgood- Schramm Model Of Communication

 Communication is a two way process where both sender and receiver
take turns to send and receive a message.
 The message is only sent after encoding so the sender is also called
Encoder and the encoded message is decoded under receipt by the
receiver, making him the Decoder.

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 MEDIA AND INFORMATION LITERACY 11/12

3) Shannon-Weaver’s Communication Model

 Sender (Information source) – is the person who makes the message,

chooses the channel and sends the message.
 Encoder (Transmitter) – is the sender who uses machine, which
converts message into signals or binary data. It might also directly refer
to the machine.
 Channel – is the medium used to send message.
 Decoder (Receiver) – is the machine used to convert signals or binary
data into message or the receiver who translates the message from
signals.
 Receiver (Destination) –is the person who gets the message or the
place where the message must reach. The receiver provides feedback
according to the message.
 Noise – is the physical disturbances like environment, people, etc. which
does not let the message get to the receiver as what is sent.

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 MEDIA AND INFORMATION LITERACY 11/12

4) Berlo’s Smcr Model of Communication

Berlo’s model includes a number of factors under each of the elements:

A) Source: The source is situated where the message originates.
 Communication skills – It is the skill of the individual to
communicate. For example, the ability to read, write, speak, listen
etc.
 Attitudes – This includes attitudes towards the audience, subject
and towards oneself. For example, for the student, the attitude is
to learn more and for teachers, it is to help teach.
 Knowledge– Communicating also means that the person needs
to be knowledgeable about the subject or topic. For e.g. a teacher
needs to know about the subject in detail that he or she teaches
so that they can communicate properly such that the students
understand here.
Note: It refers, not to the general knowledge, but to the
knowledge of the subject that the person is communicating
and their familiarity with it.
 Social system – The social system includes the various aspects
of society like values, beliefs, culture, religion and a general
understanding of society. It is where the communication takes
place.
For example, classrooms differ from country to country just like
people’s behavior and how they communicate, etc.
Note: We can communicate only to the extent that the
social system allows. When we communicate, we take the
social system into account.

 Culture: Culture of a particular society also comes under the

social system.
According to this model, people can communicate only if the
above requirements are met in the proper or adequate proportion.

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 Encoder: The sender of the message, from where the message

originates, is referred to as the encoder. So the source encodes
the message here.

B) Message
 Content – The body of a message, from the beginning to the end,
comprises its content. For example, whatever the class teacher
teaches in the class, from beginning to end, is the content of the
message.
 Elements – It includes various things like language, gestures,
body language, etc. They constitute all the elements of a
particular message. Any content is accompanied by some
elements.
 Treatment – It refers to the packing of the message and the way
in which the message is conveyed or the way in which it is passed
on or delivered.
Note: When there is too much treatment, communication
will not go smoothly.

 Structure– The structure of the message refers to how it is

arranged; the way people structure the message into various
parts.
Note: Message is the same, but if the structure is not
properly arranged then the receiver will not understand the
message.
 Code– The code of the message refers to the means through
which it is sent and in what form. It could be, for example,
language, body language, gestures, music, etc. Even culture is a
code. Through this, people give and receive messages and
communication takes place.
Note: Only when the code is clear, the message will be
clear. The wrong usage may lead to misinterpretation.

C) Channel – It refers to the five sense organs. The following are the
five senses:
 Hearing
 Seeing
 Touching
 Smelling
 Tasting

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Communication occurs through one or more of these channels.

Hearing: The use of ears to receive the message. For example, orally
transmitted messages, interpersonal communication etc.

Seeing: Visual channels, for example, Watching television so the

message is conveyed through the scene/film.

Touching: The sense of touch can be used as a channel to

communicate. For example, we touch, buy food, hugging our loved ones,
etc.

Smelling: Smell also can be a channel to communicate. For example,

perfumes, food, fragrances etc. Charred smell communicates something
is burning. People can deduct which food is being cooked by its smell
etc.

Tasting : The tongue is a muscular organ used in the act of eat and taste
food. For example, while a food is being shared, the communication can
happen regarding its taste.
Note: Despite not mentioning a medium, we need to assume that
as communication is taking place, channels can be any of the 5
senses or combination.

Decoder : The person who receives the message and decodes it is

referred to a decoder.

D) Receiver: The receiver needs to think all the contents and elements
of the source, so as to communicate/responds to sender effectively.;

Berlo’s model believes that for effective communication to take place,

the source and the receiver need to be on the same level. Only then
communication will happen or take place properly. Hence, the source
and the receiver should be similar.

GET INFORMED

• Communication is broadly defined as the imparting and exchanging of

information.
• Communication channels through which news, entertainment, education, data,
or promotional messages are disseminated.

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• Media is the plural of medium, or ways to communicate information.

• Media includes every broadcasting and narrowcasting medium such as
newspapers, magazines, TV, radio, billboards, direct mail, telephone, fax, and
internet.

Communication in the Real World

• The message is the verbal or nonverbal content being conveyed from
sender to receiver.
• Encoding is process of turning the thoughts into communication.
• Decoding is the process of turning communication into thoughts.
• Encoded messages are sent through a channel, or a sensory route on
which a message travels, to the receiver for decoding.
• Noise is anything that interferes with a message being sent between
participants in a communication encounter.
• Feedback includes messages sent in response to other messages.

GET AHEAD

Activity 4: “SMS Decoding”

Analyze the two messages and identify the following elements:

a) Communicator/ Sender
b) Message
c) Medium / Channel
d) Receiver
e) Effect

Reminder: SMS 1
Write your answer in
your notebook.
SMS 2

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 MEDIA AND INFORMATION LITERACY 11/12

GET ASSESSED

Describe how communication is influenced by media and information by

answering the questions below.
Write your answer in a one whole sheet of paper.

1) How does Facebook serve as a tool or medium for

communication?
2) How did Facebook affect the way people communicate with
each other?
3) How did Facebook affect the quantity and quality of
information available to people?

GET MOVING

Task to Do! – “Facebook’s Communication Model”

1) Create a model showing the communication process in Facebook. Name your

communication model (5 points)

2) Briefly explain the different components (e.g. sender, receiver, channel, events,
feedback, etc.) in your communication model (5 points)

3) Answer the question, in not less than 3 sentences. (5 Points)

 How is communication affected by media and information in your

communication model?

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 Write the reflective learning statement in your notebook.

REFLECTIVE LEARNING SHEET

I learned that ……
________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

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 MEDIA AND INFORMATION LITERACY 11/12

ANSWER KEY

Get Refreshed:
10. B
9. A
8. B
7. C
6. A
5. A
4. D
3. B
2. C
1. C

Get Acquainted:
Activity 1: “Kinds of Media Used Daily” – Sample Answers
Media Used
1. Cellular Mobile Phones
2. Laptop / Desktop Computers
3. Radio
4. Billboard ads/ announcements/ tarpaulin signages
5. Movies
6. Newspaper
7. Television
8. Digital Cameras
9. Digital Light Processing Projector / Overhead Projector
10. Letters

Activity 2: “Identification of the Uses of Media” – Sample Answers

Media Used Use of Media
1. Cellular Mobile Phones - (B) Medium of Communication
2. Laptop / Desktop Computers - (C) Both
3. Radio - (A) Source of Information
4. Billboard ads/ announcements/ tarpaulin signages - (A) Source of Information
5. Movies - (B) Medium of Communication
6. Newspaper - (A) Source of Information
7. Television - (C) Both
8. Digital Cameras - (B) Medium of Communication
9. Digital Light Processing Projector / Overhead Projector - (B) Medium of Communication
10. Letters - (C) Both

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Get Involve:
Activity 3: “Picture Analysis”

Answers may vary

Get Ahead
Activity 4: “SMS Decoding”

Answers may vary

Get Assessed
Answers may vary

REFERENCES

Media and Information Literacy Teaching Guide for Senior High School

[Link]
literacy/mil-as-composite-concept/

[Link]

[Link]

Photo Credit: [Link]

[Link]

[Link]

[Link]

[Link]

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ACKNOWLEDGEMENT
This module was created based on the Most Essential Learning Competencies
(MELC) for S.Y. 2020-2021, the K to 12 Basic Education Curriculum Guide and
the Learning Continuity Plan (LCP) for Media and Information Literacy.

Janis Karklins, foreword to Media and Information Literacy Curriculum for

Development Team of the Module
Teachers

Writer: Paris:
MaryUNESCO,
Antoinette2011,
M. Magallanes
[Link]
Editors: Mary Flor D. Estrera
Maria Teresa Morales Capiral

Illustrator: Jennelaiza J. Woo

Lester Henderson T. Zabala

Layout Artist: Merry Easter Abigail Ranido

Management Team:

Chairperson: Dr. Arturo B. Bayocot, CESO III

Regional Director
Co-Chairpersons: Dr. Victor G. De Gracia Jr., CESO V
Asst. Regional Director
Mala Epra B. Magnaong
CES, CLMD
Members: Dr. Bienvenido U. Tagolimot, Jr.
Regional ADM Coordinator
Elson C. Jamero
EPS-Designate-TLE

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