LESSON 1 INTRODUCTION OF MIL
Purpose of a Presentation
To Persuade
To Inform
To Entertain
• Literacy: The ability to identify, understand, interpret, create, communicate and compute, using
printed and written materials associated with varying contexts. Literacy involves a continuum of
learning, wherein individuals are able to achieve their goals, develop their knowledge and potential, and
participate fully in their community and wider society.
• Media: The physical objects used to communicate with, or the mass communication through physical
objects such as radio, television, computers, film, etc. It also refers to any physical object used to
communicate messages.
• 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: A broad term that covers processed data, knowledge derived from study, experience,
instruction, signals or symbols.
• Information Literacy: The ability to recognize when information is needed, and to locate, evaluate, and
effectively communicate information in its various formats.
• Technology 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 and Information Literacy: The essential skills and competencies that allow individuals to engage
with media and other information providers effectively, as well as develop critical thinking and life-long
learning skills to socialize and become active citizens.
Understanding the communication process
LESSON 2 THE EVOLUTION OF TRADITIONAL TO NEW MEDIA
PRE-INDUSTRIAL AGE (BEFORE 1700)
•People discovered fire, developed paper from plants, and forged weapons and tools with stone,
bronze, copper and iron
Example Forms of Media:
• 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 Mayan region (5th Century) •
Printing press using wood blocks (220 AD)
INDUSTRIAL AGE (1700S TO 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
Example Forms of Media:
• Printing press for mass production (1900) • Newspaper- The London Gazette (1740) • Typewriter
(1800) • Telephone (1876) • Motion picture photography/projection (1890) • Commercial motion
pictures (1913) • Motion picture with sound (1926) • Telegraph • Punch cards
ELECTRONIC AGE (1930S TO 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.
Example Forms of Media:
• Transistor Radio • Television (1941) • Large electronic computers • Mainframe computers - i.e. IBM
704 (1960) • OHP, LCD projectors
NEW/ INFORMATION AGE (1900S TO 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.
• Web browsers: Mosaic (1993), Internet Explorer (1995) • Blogs: Blogspot (1999), Wordpress (2003) •
Social networks: Friendster (2002), Multiply (2003), FB (2004), Instagram • Microblogs: Twitter (2006),
Tumblr (2007) • Video: YouTube (2005) • Augmented Reality / Virtual Reality • Video chat: Skype (2003
• Search Engines: Google (1996), Yahoo (1995) • Portable computers- laptops (1980), netbooks (2008),
tablets (1993) • Smart phones • Wearable technology • Cloud and Big Data
Knowing Your Media at Different Ages.
Lesson 3 Information Literacy
Understanding of why there is a need for information, and identify how to locate, access, assess,
organize and communicate that information.
Purpose of the Questions
• Who - to identify the person
• What - to know about something
• Where - to locate a place
• When - to know specific time and date
• Why - to state the reason
• How - the way or manner in which things are done
• Importance of these questions is to gather information
• Why do you need information?
Answers: to be updated with the news, for learning/education purposes, for communication, to acquire
knowledge needed for decision-making.
• Where do you search for information?
Answers: internet, television, library, radio, newspapers, etc.
• How do you acquire and store information?
Answers: write, print, photocopy, photograph, download, cloud storage, record, external memory
drives, memory cards
• How will you determine the quality and accuracy of the information that you have?
Answers: It should come from a reputable source, such as an institution
• How do you use the information that you have?
Answers: share, apply, announce, post, archive, reminder, answer a query, clarify confusion
• How will you communicate information?
Answers: announcement, text, post to social media, face to face session, note, chat, email, save file
Lesson 4 Types of Media
Types of Media: Print, Broadcast, New Media (Lec)
Understanding of how representations are constructed in diverse media types and how they converged.
Type of Media
books, newspaper, television, Youtube, magazines, social network, radio, memeography, newsletter,
cellphone, journals, film/movie
• Print Media - media consisting of paper and ink, reproduced in a printing process that is traditionally
mechanical.
• Broadcast Media - media such as radio and television that reach target audiences using airwaves as
the transmission medium.
• New Media - content organized and distributed on digital platforms.
Media Convergence
• The co-existence of traditional and new media.
• The co-existence of print media, broadcast media (radio and television), the Internet, mobile phones,
as well as others, allowing media content to flow across various platforms.
• The ability to transform different kinds of media into digital code, which is then accessible by a range
of devices (ex. from the personal computer to the mobile phone), thus creating a digital communication
environment
Lesson 5 Media and Information Sources
Understanding of the values and differences of the sources of media and information.
Bring the class to a focus by stating the specific learning objectives. At the end of the lesson, the
learner should be able to:
• Demonstrate an ability to examine and compare information from various sources in order to evaluate
its reliability, accuracy, authority, timeliness, and bias
• Determine the accuracy, reliability and value of information by questioning the source of data,
limitations of the information gathering tools or strategies, and the rationale of the conclusions.
Define keywords in the objectives as an overview
1. Reliability
2. Accuracy
3. Value
4. Authority of the source (Wag sa kuwentong barbero)
5. Timeliness (Dapat updated ang information)
• Reliability of information - Information is said to be reliable if it can be verified and evaluated. Others
refer to the trustworthiness of the source in evaluating the reliability of information.
• 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. Forecasts are
said to be accurate if the report is similar to the actual data. Financial information is considered accurate
if the values are correct, properly classified, and presented
• Value of information - Information is said to be of value if it aids the user in making or improving
decisions.
• Authority of the source - Much of the information we gather daily do not come from a primary source
but are passed on through secondary sources such as writers, reporters, and the like. Sources with an
established expertise on the subject matter are considered as having sound authority on the subject.
• Timeliness - Reliability, accuracy, and value of information may vary based on the time it was
produced or acquired. While a piece of information may have been found accurate, reliable, and
valuable during the time it was produced, it may become irrelevant and inaccurate with the passing of
time (thus making it less valuable). Other information may be timeless, proven to be the same in
reliability, accuracy, and value throughout history.
Mind Mapping Discuss the concepts of indigenous media and information by developing a mind map.
Start by defining keywords and connect it to other terms. If new related ideas come to mind, write it on
the board and draw a line to the other ideas related to it.
• Indigenous - native; local; originating or produced naturally in a particular region.
• Indigenous knowledge - knowledge that is unique to a specific culture or society; most often it is not
written down.
• Indigenous communication - transmission of information through local channels or forms. It is a
means by which culture is preserved, handed down, and adapted.
• Indigenous media and information - original information created by a local group of people. This also
refers to content about indigenous peoples that may be distributed through dominant forms of media
or through forms of communication unique to their people group.
Lesson 6 Media and Information Languages
Understand media and information codes, conventions, and messages in relation to consumers,
producers, and other stakeholders.
“Language may be a source of misunderstandings by Marshall McLuhan, 1964”
• Language - pertains to the technical and symbolic ingredients or codes and conventions that media
and information professionals may select and use in an effort to communicate ideas, information and
knowledge.
• Media Languages - codes, conventions, formats, symbols and narrative structures that indicate the
meaning of media messages to an audience.
“The first step in becoming media and information literate is to understand how information,
ideas and meaning are communicated through and by various media and other information
providers, such as libraries, archives, museums and the Internet”
Lesson 7
Legal, Ethical, and Societal Issues in Media and Information Literacy
Understanding of the legal, ethical, and societal issues in the use of media and information.
The milestones the Internet has helped humanity reach, but stress the possible dangers of using the
Internet.
The possible dangers of using the Internet using the image below. Discuss this under the lens of RA
10175: Cybercrime Law.
Questions:
a. What issues do you see in the poster?
b. Which ones do you understand? Which ones do you not know?
c. What possible dangers and issues of unguarded use of the internet are depicted in the picture?
d. Which of these issues have happened to you or to your friends? Why did they happen?
• 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. Republic Act No. 8293 or the Intellectual Property Code of the Philippines
• Plagiarism - 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.
• Cyber Bullying - bullying that takes place online, or using electronic technology such as cell phones,
computers, and tablets over communication tools including social media sites, text messages, chat, and
websites. Examples of cyber bullying: text messages or emails composed to insult or demean; rumors or
false statements spread by email or posted on social networking sites; and humiliating photos, videos,
websites, or fake profiles deliberately shared across social media.
• Computer addiction - the excessive use of computers to the extent that it interferes with daily life. This
excessive use may for example interfere with work or sleep, result in problems with social interaction, or
affect mood, relationships, and thought processes.
• Digital divide - an economic inequality between groups in terms of access to, use of, or knowledge of
ICT. The divide within countries (such as the digital divide in the United States) can refer to inequalities
between individuals, households, businesses, and geographic areas at different socioeconomic (and
other demographic) levels. The Global digital divide designates countries as the units of analysis, and
examines the divide between developing and developed countries on an international scale.
LESSON 8
Opportunities and Challenges in Media and
Information
An ability to concretely identify the opportunities and challenges in media and information.
• Analyze the opportunities of the Internet in the fields of citizen journalism and tourism support.
• Examine the possible threats of the Internet to banking through phishing and human trafficking.
“A Mind map is a graphical technique for visualizing connections between several ideas or pieces of
information. Each idea or fact is written down and then linked by lines or curves to its major or minor (or
following or previous) idea or fact, thus creating a web of relationships.”
“The Power of Media and Information and the Responsibility of the Users”.
Use of Powerpoint or Paper
Creative Writing
Script Writing
Story
News paper Making
LESSON 9
Current and Future Trends of Media and Information
An understanding of envisioning the future of media and information.
“Technology in the 20th Century,”
• Haptics technology -- Is a feedback technology (using computer applications) that takes advantage of
the user’s sense of touch by applying force, vibrations and/or motions to the User. Simple haptics is
used in game controllers, joysticks and steering wheels and is becoming more common in Smartphones.
Haptics is gaining widespread acceptance as a key part of virtual reality systems (i.e. computer simulated
environments) - adding the sense of touch to previously visual only solutions. It is also used in virtual
arts, such as sound synthesis, graphic design and animation. There are many possibilities for Haptics to
be applied to gaming, movies, manufacturing, medical, and other industries. Imagine your doctor
operating on your local hospital from his computer in Australia.
• Contextual awareness -- By combining ‘hard sensor’ information such as where you are and the
conditions around you, combined with ‘soft sensors’ such as your calendar, your social network and past
preferences - future devices will constantly learn about who you are and how you live, work and play. As
your devices learn about your life, they can begin to anticipate your needs. Imagine your PC advising you
to leave home 15 minutes early or take a different route to avoid a traffic jam on your way to work.
Consider a “context aware” remote control that instantly determines who is holding it and automatically
selects the Smart TV preferences for that person.
• Voice and tone recognition -- Not only can voice and tone recognition be used to confirm a person’s
identity but tone recognition can be used to detect a person’s health or emotional state. This technology
will open new opportunities in security and healthcare – with mobile applications.
• Intelligent routing to devices -- This future technology will be useful to, for example, local councils.
While on the move, staff will be able to provide the precise description and location of a street-based
issue using Smartphones and mobile devices that can take photos and have GPS (global positioning
system) support. Intelligent routing will then alert the responsible team to action.
• Eye tracking technology -- Eye tracking technology measures eye positions and movements which are
analysed through computer applications. Future laptops, smartphones and tablets could contain
thousands of tiny imaging sensors built into the display screen. Eye tracking technology could have many
possible applications, including:
• Law enforcement – lie detection
• Airport security – identifying suspicious behaviour, e.g. to catch terrorists before they strike
• Retail – recording, monitoring and analysing consumer behaviour to ‘tailor’ marketing to
individuals
• Safety - alerting and awakening a drowsy or distracted driver would save many lives
• Health care – assisting people with disabilities or paralysis to communicate (laptop) and
improve mobility (electric wheelchair)
• Human-computer interaction – using screen icons and a blink here or a gaze there. Say
goodbye to the mouse and keyboard.
• Internet glasses! -- Technology that can display images directly onto our retinas while not blocking our
sight is being developed. This technology can be used in eyeglasses and have uses ranging from e-
Gaming to military defense. In the next 10-20 years experts predict that Internet glasses will replace
Smartphones. Imagine these viewing experiences:
• Seeing building schematics and locations of others (especially useful for security or fire
fighters)
• Giving a speech while information is streamed to your eyeglasses in real time
• Receiving turn by turn directions as you walk toward your destination
• Viewing virtual recipes while cooking without losing your rhythm
• Walking down the street, seeing one of your friends show up "on screen" 2 blocks and 1 cafe
away
Lesson 10 Media and Information Literate Individual
Understanding of the overall impact of media and information on individual and society as a whole.
TOPIC: “The Impact of Technology on Children”
Introducing Debate
Discuss with the learners the mechanics of the classroom debate:
conduct, time, rebuttal, and the roles of students.
(1 min) Speech 1: The first affirmative speaker introduces the topic and states the affirmative team's
first argument.
(1 min) Speech 2: The first negative speaker states their first argument.
(1 min) Speech 3: The second affirmative speaker states their second argument.
(1 min) Speech 4: The second negative speaker states their second argument.
(1 min) Speech 5: The negative team states two rebuttals for the affirmative team's two arguments
and summarizes their own two reasons.
(1 min) Speech 6: The affirmative team states two rebuttals for the negative team's two arguments
and summarizes their own two reasons.
(1 min) Speech 7: The negative team states two rebuttals for the affirmative team's two arguments
and summarizes their own two reasons.
(1 min) Speech 8: The affirmative team states two rebuttals for the negative team's two arguments
and summarizes their own two reasons.
(1 min) Speech 9: The negative team states their closing arguments
(1 min) Speech 10: The affirmative team states their closing arguments
Lesson 11 People Media
Understanding of people media and gain the comprehensive knowledge to effectively evaluate them.
different resources of media and information:
a. People Media
b. Text
c. Visual
d. Audio
e. Motion
f. Manipulatives / Interactive g. Multimedia
Lesson 12: Text Media and Information
Understanding of text media and information, and gain comprehensive knowledge on how to effectively
evaluate them.
a. Definition, characteristics, format, types, sources, advantages and limitations, and value
b. Text as Visual
c. Selection Criteria
d. Design principle and Elements
Text Information
A nonfiction writing written with intention of informing the reader about a specific topic.
Lesson 13 Visual Media and Information (OUTput POSTER making)
Familiarity with visual media and gains comprehensive knowledge on how to effectively evaluate them
1. Visual media and information – materials, programs, applications and the like that teachers and
students use to formulate new information to aid learning through the use, analysis, evaluation and
production of visual images.
2. Types of visual media – photography, video, screenshots, infographics, data visualization (charts and
graphs), comic strips/cartoons, memes, visual note-taking, etc (Give examples of each type and highlight
special characteristics of a given type and its application).
3. Formally and informally produced visual media – visual media produced by formal organizations such
as schools, government, and established media/publishing outfits are considered formally produced.
Other visual media are considered informally produced.
4. Purpose of visual information – the primary purpose of visual information is to gain attention, create
meaning, and facilitate retention. (Show at least one example for each purpose and ask learners their
reactions or responses to each one).
5. Visual design elements - the building blocks or basic units in the construction of a visual image. (Show
visual media and information that incorporates most of the design elements. Point out why these
elements are important).
The Design Elements are:
a. Line – describes a shape or outline. It can create texture and can be thick or thin. Lines may be
actual, implied, vertical, horizontal, diagonal, or contour lines.
b. Shape – usually a geometric area that stands out from the space next to or around it, or
because of differences in value, color, or texture. Shape may also be organic.
c. Value – the degree of light and dark in a design. It is the contrast between black and white and
all the tones in between. Value can be used with color as well as black and white. Contrast is the
extreme changes between values.
d. Texture – the way a surface feels or is perceived to feel. Texture can be added to attract or
repel interest to a visual element. Visual texture is the illusion of the surfaces peaks and valleys,
resulting in a feeling of smoothness or roughness in objects.
e. Color – determined by its hue (name of color), intensity (purity of the hue), and value
(lightness or darkness of hue). Color and color combination can play a large role in the design.
Color may be used for emphasis, or may elicit emotions from viewers. Color maybe warm, cool,
or neutral. It plays a major role in our visual perception, as it influences our reactions about the
world around us. It is therefore important to create color palettes that evoke the appropriate
audience reactions. Color has three properties.
f. Form – a figure having volume and thickness. An illusion of a 3-dimensional object can be
implied with the use of light and shading. Form can be viewed from many angles.
6. Visual Design Principles are:
7. Consistency of margins, typeface, typestyle, and colors is necessary, especially in slide
presentations or documents that are more than one page.
8. Center of interest – an area that first attracts attention in a composition. This area is more
important when compared to the other objects or elements in a composition. This can be by
contrast of values, more colors, and placement in the format.
9. Balance – a feeling of visual equality in shape, form, value, color, etc. Balance can be
symmetrical and evenly balanced, or asymmetrical and unevenly balanced. Objects, values,
colors, textures, shapes, forms, etc. can be used in creating balance in a composition.
10. Harmony – brings together a composition with similar units. If for example your
composition was using wavy lines and organic shapes, you would stay with those types of lines
and not put in just one geometric shape. (Notice how similar Harmony is to Unity - some sources
list both terms).
11. Contrast – offers some change in value creating a visual discord in a composition. Contrast
shows the difference between shapes and can be used as a background to bring objects out and
forward in a design. It can also be used to create an area of emphasis.
12. Directional Movement – a visual flow through the composition. It can be the suggestion of
motion in a design as you move from object to object by way of placement and position.
Directional movement can be created with a value pattern. It is with the placement of dark and
light areas that you can move your attention through the format.
13. Rhythm – a movement in which some elements recur regularly. Like a dance, it will have a
flow of objects that will seem to be like the beat of music.
14. Perspective – created through the arrangement of objects in twodimensional space to look
like they appear in real life. Perspective is a learned meaning of the relationship between
different objects seen in space
LESSON 14 Audio Information and Media
a. Radio broadcast - live or recorded audio sent through radio waves to reach a wide audience.
b. Music - vocal and/or instrumental sounds combined in such a way as to produce beauty of form,
harmony, and expression of emotion. It is composed and performed for many purposes, ranging from
aesthetic pleasure, religious or ceremonial purposes, or as an entertainment product.
c. Sound recording - recording of an interview, meeting, or any sound from the environment.
d. Sound clips/effects - any sound, other than music or speech, artificially reproduced to create an effect
in a dramatic presentation, as the sound of a storm or a creaking door.
e. Audio Podcast - a digital audio or video file or recording, usually part of a themed series, that can be
downloaded from a website to a media player or computer.
Hearing vs Listening
Characteristics of sound: volume, tone, pitch, loudness.
the elements and principles of sound design.
a. Elements of Sound Design – the objects or things that we have to work with:
• Dialogue - speech, conversation, voice-over.
• Sound Effects - any sound other than music or dialogue.
• Music - vocal or instrumental sounds (or both) combined in such a way as to produce beauty
of form, harmony, and expression of emotion.
• Silence - absence of audio or sound.
b. Principles of Sound Design – the techniques for combining the different elements or objects.
• Mixing - the combination, balance and control of multiple sound elements.
• Pace - Time control. Editing. Order of events: linear, non-linear, or multi-linear.
• Transitions - How you get from one segment or element to another. Types of transitions: -
Segue - one element stops, the next begins ("cut" in film). - Cross-fade - one element fades out,
the next fades in, and they overlap on the way. - V-Fade - First element fades to inaudible before
the second element begins. - Fade to Black - V-Fade with some silence between elements. -
Waterfall - As first element fades out, the second element begins at full volume. Better for voice
transitions, than for effects.
• Stereo Imaging - Using left and right channel for depth.
OUTPUT RADIO BRODCASTING
LESSON 15 Motion Media and Information
Understanding of motion media and information, and gain comprehensive knowledge on how to
effectively evaluate them.
Lesson 16: Manipulatives / Interactive Media and Information
Produce a presentation on manipulatives / interactive media that is anchored on design
elements and principles.
Make a Indy Film Project
Combination of Photograph, advertisements poster making, story and
creative writing, storyboard and sound using Principles of Sound Design and
Elements of Sound Design.
To get output by using Survey from their audience
This includes criticism
LESSON 17 Final Project: Multimedia Presentation
Final Film making or Youtube Video