Media and Information Literacy - Senior High School

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Quarter 1 - Module 3: Media and Information Languages
First Edition, 2020

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Senior High School

Media and Information

Literacy
Quarter 1 - Module 3:
Media and Information Languages

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 Department of Education ● Republic of the Philippines
Table of Contents

What This Module is About......................................................................................................I

What I Need to Know............................................................................................................... I

How to Learn from this Module................................................................................................I

Icons of this Module................................................................................................................ II

What I Know.......................................................................................................................... III

Lesson 1:
The Concept of Constructedness ..............................................1
What’s In ......................................................................................................1
What I Need to Know ...................................................................................1
What Is It ......................................................................................................1
What’s More .................................................................................................3
What I Have Learned ...................................................................................4
What I Can Do ..............................................................................................4

Lesson 2:
Media Codes, Conventions and Messages ...............................5
What’s In ......................................................................................................5
What’s New ..................................................................................................5
What Is It ......................................................................................................6
What’s More .................................................................................................9
What I Have Learned .................................................................................10
What I Can Do ............................................................................................10

Lesson 3:
Audience, Producers and Other Stakeholders of Media .......11
What’s In ....................................................................................................11
What’s New ................................................................................................11
What Is It ....................................................................................................12
What’s More ...............................................................................................12
What I Have Learned .................................................................................13
What I Can Do ............................................................................................13

Summary ...........................................................................................................................14
Assessment: (Post-Test)....................................................................................................15
Key to Answers .................................................................................................................16
References ........................................................................................................................19
What This Module is About
According to Marshall McLuhan (1964), “Language is a source of misunderstanding”.
Indeed, one of the most serious problems in the world is that people do not understand each
other. As a country with different dialects, multiple languages can be hard to use. Many
times what we mean does not always have the same meaning for others. And it can take
place in various circumstances and conditions: at home, at work, between social and ethnic
classes, between religions and nations. They can lead to small complications or troubles in
our everyday life and even large-scale conflicts between groups and nations. This is
basically the reason why we need to understand media and its languages.
This module contains lessons and activities that can help you as a Senior High School
student to not just be an information literate individual, but a creative and critical thinker as
well as a responsible user and competent producer of media and information.

The following are the lessons contained in this module:

1. The Concept of Constructedness
2. Codes, Conventions, and Messages
3. Audience, Producers, and Other stakeholders

What I Need to Know

At the end of this module, you should be able to:
1. Identify codes, convention, and message and how they affect the audience,
producers, and other stake holders. (MIL11/12MILA-IIIf- 15)
2. Reflect on how important information can be conveyed to create the desired
impression (MIL11/12MILA-IIIf- 16)

How to Learn from this Module

To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.

I
 • Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior relatedt
knowledge

What’s In This part connects previous lesson with that

of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and
understanding of the concept.

What’s More These are follow-up activities that are

intended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you have

Learned learned from the lesson

What I can do These are tasks that are designed to

showcase your skills and knowledge gained,
and applied into real-life concerns and
situations.

II
 What I Know
Multiple Choice. Select the letter of the best answer from among the given choices.

1. Media is a collective term for all communication medium such as books, newspapers,
radio, television, film and the Internet.
A. True B. False
C. Maybe D. Neither True or False

2. A media and information literate individual knows how to examine and take apart the
media message so that its parts are exposed to him.
A. True B. False
C. Maybe D. Neither True or False

3. It pertains to the codes, conventions, formats, symbols and narrative structures that
indicate the meaning of media messages to an audience.
A. Languages B. Media Types
C. Media Languages D. Media Sources

4. These are systems of signs which when put together create meaning.
A. Languages B. Codes
C. Media Languages D. Conventions

5. It refers to the recipients of information or the consumers of media.

A. Media audience B. Media producers
C. Media Languages D. Media Sources

III
 Lesso
The Concept of
n 1 Constructedness

What’s In
In our previous lesson, we have been accustomed to the types of media - the Print Media,
Broadcast Media, and the New Media. Additionally, we have also mastered the sources of
media. Popular sources are the libraries, the internet and indigenous sources.

What I Need to Know

Activity 1: Video Analysis
Choose a short amateur video on youtube or on any platform which caught your attention. It
could be a short random clip, a music video, or an advertisement. Ask yourself some of
these questions:
1. How was the video created?
2. What materials were used in producing the video?
3. What steps were made to make it more entertaining?
4. What was included, and what was excluded?

What Is It
The previous exercise was to prepare you about how media messages are “constructed”.
Just as books use letters to make words, words to make sentences, sentences to make
paragraphs and paragraphs to tell us a story, we can say that all media messages are
constructed. The capacities of the human mind aided by today’s technology enable the
process called construction of media and information messages.
When we say that all media messages are constructed, we mean that all media messages
have been assembled by someone. That “someone” could be a single person, or it could be

1
a large organization. The messages and values contained in this particular piece of media
come from the people who created it.

Image credit: https://pixabay.com/photos/shooting-videographer-model-3621806/

In photographs, the photographer’s own vision of what he/she wants to show within the
frame demonstrates her own values and beliefs. A newspaper writer’s articles may be based
on his own beliefs, or maybe based on the beliefs and ideas of his publishers, or perhaps
even the beliefs of the companies who advertise in that particular newspaper.
Since all media messages are constructed using the ideas and values of the creator, media
messages from different creators will have different ideas planted in them. Those ideas
come from the creators’ own experiences, and since everyone’s experiences are different,
we can expect that each media message should be different as well.
Accordingly, while you may experience a certain media message in one way, there are
others who will certainly come across it in a completely different way. For example, while you
may find a certain media message entertaining, there may be others who find it offensive.
The process of construction requires the use of deliberate choice on what and what not to
include, what to put on spotlight, and what should serve as a backdrop.
Now that it is clear that all media messages are constructed, the first step to fully
appreciating the “constructedness” of media and information messages is to deconstruct.
It means closely examining and taking apart the media message so that its parts are
exposed to you.
Deconstructing a media message can help us understand who created the message, and
who is intended to receive it. It can reveal how the producer put together the message using
words, images, sounds, design, and other elements. It can expose the point of view of media

2
makers, their values, and their biases. It can also uncover hidden meanings– intended or
unintended.
Key Concepts for Deconstructing Media
(adapted from www.nmmlp.org © 2008 New Mexico Media Literacy Project)

Source. All media messages are created.

The creator or the source of media could
be the writer, photographer or blogger. In
the case of a movie or film, the scriptwriter,
director, producer, and movie studio all
What’s More
play a role in creating the message. The Activity 2: Deconstructing Media
question to ask is: Whose message is this? Subtext. The “subtext” is an individual
Who has control over the content? interpretation of a media message. It is
sometimes called the “hidden text.” The
subtext is not actually heard or seen; it is
Audience. Media messages are intended the meaning we create from the text in our
to reach audiences. Some are designed to own minds. Each person creates their own
reach millions of people like the primetime subtext or interpretation based on their
shows on the television. Others are may be previous experiences, knowledge, opinions,
intended only for one person like an email attitudes, and values. Thus, two people
or a letter. interpreting the same text can produce two
very different subtexts.

Text. We often use the word “text” to mean

“written words.” But in media literacy, “text” Persuasion Techniques. Media messages
has a very different meaning. The text of use a number of techniques to try to
any piece of media is what you actually see persuade us to believe or do something. If
and/or hear. It can include written or we can spot the techniques being used,
spoken words, pictures, graphics, moving we’re less likely to be persuaded, and more
images, sounds, and the arrangement or likely to think for ourselves.
sequence of all of these elements.
Point of view. No one tells the whole story.
Everyone tells part of the story from their
point of view. Deconstructing a media
message can expose the values and
biases of the media creator, and uncover
powerful messages in the process.
Choose one print advertisement on a magazine and paste it on a separate sheet of paper.
Answer the following questions to quickly deconstruct any media message coming from the
printed advertisement you have chosen.
1. Whose message is this? Who created or paid for it? Why?
2. Who is the “target audience”? What is their age, ethnicity, class, profession, interests,
etc.? What words, images or sounds suggest this?
3. What is the “text” of the message? (What we actually see and/or hear)

3
 4. What is the “subtext” of the message? (What do you think is the hidden or unstated
meaning?)
5. What “tools of persuasion” are used? (Ex. Beautiful people, Association, Bandwagon,
Symbols)
6. What positive messages are presented? What negative messages are presented?
7. What part of the story is not being told?

What I Have Learned

One basic principle in Media Literacy is that all media messages are ____________. The
first step in fully appreciating the constructedness of media and information messages is to
_____________. It means closely examining and taking apart the media message so that its
parts are exposed to you.

What I Can Do
Activity 3: ?
Identify the signs and symbols in your community that are used for a variety of purposes to
convey information (e.g. for directions, locations of attractions, etc.).
Describe the verbal and visual ‘languages’ used in these signs and symbols so they are
commonly understood by people in your community. Consider the use of font, stylized
images, design, etc.

->> rubric below to fill the extra white space <<-

4
 Lesso
Media Codes, Conventions
n 2 and Messages

What’s In
In our previous lesson, we learned the first principle of Media Literacy which stresses that all
media messages are constructed. Additionally, the first step in fully appreciating the
“constructedness” of media and information messages is to deconstruct. It means closely
examining and taking apart the media message so that its parts are exposed.

What’s New
Activity 4: Guess What
Below are five (5) signs and symbols that are used to convey information (ex. directions,
locations of attractions, others). Identify each one. The first one serves as an example.

Symbol Meaning/What it represents

Example: Facebook

5
 What Is It
The exercise given above is designed to prime you to the idea that media codes and
conventions are like the building blocks of all the media around us.

Image courtesy of media.codes Link?

Codes are systems of signs which when put together create meaning. There are three
types of media codes: symbolic codes, technical codes and written codes. Conventions
are the rules, habits or generally accepted ways of doing things. Now we will look at these in
detail by examining the table below.

Symbolic codes include the language, Setting is the time and place of the
dress or actions of characters, or iconic narrative. A setting can be as big as the
symbols that are easily understood. For galaxy or space, or as small as a specific
example, a red rose may be used room. Setting can even be a created
symbolically to convey romance, or a atmosphere or frame of mind.
clenched fist may be used to communicate
anger. Symbolic codes in media include
setting, mise en scene, acting and color.

6
Image credit: https://pixabay.com/photos/handsheart- Image credit:
couple-woman-man-1150073/ https://pixabay.com/photos/sunsetpanorama-
dusk-nature-3084651/
Mise en scene means ‘everything within
the frame’. In media terms it has become
to mean the description of all the objects
within a frame of the media product and
how they have been arranged. An analysis
of mise en scene includes: Set Design,
Costume,
Props, and Staging and Composition

Image credit: https://pixabay.com/photos/crystal-

ballphotography-ball-lights-3894871/

Image credit: https://pixabay.com/photos/ caf

%C3%A9-piazza-san-marco-86681/

Acting. Actors portray characters in media

products and contribute to character
development, creating tension or
advancing the narrative. The actor portrays
a character through:
Facial expression, Body Language, Vocal
qualities, Movement, and Body contact.
Color has highly cultural and strong
connotations. When studying the use of
color in a media product the different
aspects to be looked at are: Dominant
color, Contrasting foils, and Color
symbolism.

7
Image credit: https://pixabay.com/photos/peopleplay-
costumes-acting-691440/

Technical codes include sound, camera angles, types of shots and lighting. They may
include, for example, ominous music to communicate danger in a feature film, or high-angle
camera shots to create a feeling of power in a photograph. Technical codes in media may
include Camerawork, Editing, Audio and Lighting.
Camerawork refers to how the camera is Editing is the process of choosing,
operated, positioned and moved for manipulating and arranging images and
specific effects. Camerawork includes: sound.
Positioning, Movement, Framing,
Exposure, and Lens choice.

Image credit:
Image credit: https://pixabay.com/photos/photo-
https://unsplash.com/photos/EWaooi7qIs
editpicture-photography-2298945/
Audio is the expressive or naturalistic use of Lighting is the manipulation of natural or
sound. The three aspects of audio are: artificial light to selectively highlight specific
Dialogue, Sound effects, and Music. elements of the scene. Elements of lighting
include: Quality, Direction, Source, &
Colour.

Image credit: https://pixabay.com/photos/micromixing- https://www.pexels.com/photo/photo-studio-

audio-sound-radio-4520681/ withwhite-wooden-framed-wall-mirror-134469/
Written codes are the formal written language used in a media product. Written codes
include printed language which is the text you can see within the frame and how it is being
presented, and also spoken language, which includes dialogue and song lyrics.

8
Image credit: https://pixabay.com/photos/micro-mixing-audio-sound-radio-4520681/

Conventions are accepted ways of using media codes. Conventions are closely connected
to the audience expectations of a media product. Different types of conventions include form
conventions, story conventions and genre conventions.

Form conventions are the certain ways we

expect types of media codes to be arranged.
For instance an audience expects to have a
title of the film at the beginning, and then
credits at the end. Newspapers will have the
headline or the most important news on the
front page and sports news on the back page.
Video games usually start with a tutorial to
explain the mechanics of how the game works.

Image credit:
https://pixabay.com/photos/micromixing-audio-
sound-radio-4520681/
Story conventions are common narrative Genre conventions point to the common
structures and understandings that are use of images, characters, settings or
common in story telling media products. themes in a particular type of medium.
Examples of story conventions include: Genre conventions are closely linked with
Narrative structures, Cause and effect, audience expectations. Genre conventions
Character construction, and Point of View. can be formal or thematic.

9
Image credit: https://pixabay.com/photos/glassesreading- Image credit: https://pixabay.com/photos/rock-
glasses-spectacles-1246611/ musicartist-concert-2658355/

What’s More
Activity 5: Post Card
Below is a postcard of the Camiguin Province. Identify the key symbolic and technical codes
of it. What information about Camiguin is communicated through the use of these codes?
What information is omitted?

Image credit: https://pixabay.com/photos/camiguin-philippines-beach-islands-781449/

What I Have Learned

This lesson emphasizes that media codes and conventions are like the building blocks of all
the media around us. __________ are systems of signs which when put together create
meaning. There are three types of media codes: symbolic codes, technical codes and
written codes. ________________, on the other hand, are the rules, habits or generally
accepted ways of doing things.

10
 What I Can Do
Activity 6: ?
Draw a postcard for a place or organization of your choice using any material that is
available to you. What key technical and symbolic codes would you use to convey important
information and create the desired impression?

Postcard Rubric
Criteria 4 3 2 1
Attractiveness The use of codes The use of The use of The use of codes
and symbols codes and codes and and symbols
to present the symbols to symbols to to present the
message are present the present the message are
exceptionally message are message are poorly selected.
attractive. satisfactorily acceptability
attractive. attractive.
Creativity Original and Original and a Original but not Not original nor
imaginative. little imaginative. imaginative. imaginative.
Imaginative but Imaginative but
a little original. not original.
Validity of Language used Language are Poor selection Language do not
Information makes adequately of language tie in with
the message used to present to present the the message.
come alive. the message. message. The The information
The information The information information presented are
presented are presented are presented are not accurate and
accurate and adequately poorly accurate valid.
valid. accurate and and valid.
valid.
Meaningfulness The presentation The The The presentation
is cohesive and presentation presentation lacks meaning;
comprehensive has deep lacks meaning no supporting
with supporting meaning but with no details; with
details. little supporting supporting unfinished parts
details. details.

Lesson
Audience, Producers and
3 Other Stakeholders of Media

11
 What’s In
In our previous lesson, we learned the first principle of Media Literacy which stresses that all
media messages are constructed. Additionally, the first step in fully appreciating the
“constructedness” of media and information messages is to deconstruct. It means closely
examining and taking apart the media message so that its parts are exposed.

What’s New
Activity 7: Film Titles
Scan a number of newspapers or use the Internet to access current film titles. Based on the
titles and the advertising for these films, what do you expect to see in each film? Who do you
think the target audience is for each of these films? Write your answer on the table provided.
The first one serves as an example.

Film Title What do you expect to Who are the target

see? Audience?

Example: Hello, Love, Love Story Teens, young adults,

Goodbye young couples, lovers,

What Is It
In this lesson, we will connect the idea of media languages to the idea of audiences,

producers and other stakeholders. was constructed as well as anyone else

who is exposed to the message. There are
The audience of the message two general types of media audience:
The audience refers to the group of
consumers for whom a media message

12
 1. Mass Audience – are the The producers of the message
mainstream consumers The producers are the people engaged in
2. Niche Audience – a small group of the process of creating and putting together
influential audience with a unique media content to make a finished media
taste product.

Other stakeholders in the process

Other stakeholders are the libraries,
archives, museums, internet and other
relevant information providers.

What’s More
Activity 8: Film Advertisement
In many cinemas today, audiences watch advertisements before the feature film begins.
Based on the films in the previous exercise, what kind of ads would you expect to be shown
to the audiences before these films? Write your answer on the table provided. The first one
serves as an example.

FilmTitle Who are the target Possible advertisement

Audience?

Example: Hello, Love, Teens, young adults, Clothing advertisement,

Goodbye young couples, lovers sanitary napkin ad,
cologne ad

What I Have Learned

This lesson connects the idea of media languages to the notion of audiences, producers and
other stakeholders. The __________, being, the consumers of the media message while the
_____________ are the creators of such media message. On the other hand, other
stakeholders can be the libraries, archives, museums, internet and other relevant information
providers.

13
 What I Can Do
Activity 9
Using still or video pictures, create a collage of images you would use to sell your school to
a particular audience. Consider the use of appropriate icons, symbols, visual and verbal
language, music, colors, camera shots and angles, etc. to engage and speak to this
audience. Audiences for this collage could be potential students who might enroll in the
school, parents of these students, school trustees, a politician, etc.

Criteria 4 3 2 1
Attractiveness The use of codes The use of The use of The use of codes
and symbols codes and codes and and symbols
to present the symbols to symbols to to present the
message are present the present the message are
exceptionally message are message are poorly selected.
attractive. satisfactorily acceptability
attractive. attractive.
Creativity Original and Original and a Original but not Not original nor
imaginative. little imaginative. imaginative. imaginative.
Imaginative but Imaginative but
a little original. not original.
Validity of Language used Language are Poor selection Language do not
Information makes adequately of language tie in with
the message used to present to present the the message.
come alive. the message. message. The The information
The information The information information presented are
presented are presented are presented are not accurate and
accurate and adequately poorly accurate valid.
valid. accurate and and valid.
valid.
Meaningfulness The presentation The The The presentation
is cohesive and presentation presentation lacks meaning;
comprehensive has deep lacks meaning no supporting
with supporting meaning but with no details; with
details. little supporting supporting unfinished parts
details. details.
Summary

This module stresses that all media messages are constructed. Hence, the first step to fully
appreciating the constructedness of media and information messages is to deconstruct. It
means closely examining and taking apart the media message so that its parts are exposed
to you. Deconstructing a media message can help
us understand who created the message,
and who is intended to receive it. It can

14
reveal how the producer put together the Glosarry
message using words, images, sounds, when put together create meaning. There
design, and other elements. It can expose are three types of media codes: symbolic
the point of view of media makers, their codes, technical codes and written
values, and their biases. It can also uncover codes. Conventions, on the other hand,
hidden meanings– intended or unintended. are the rules, habits or generally accepted
However, there is no one “correct” way to ways of doing things.
deconstruct a media message– each of us Moreover, this module connects the idea of
interprets media differently. media languages to the notion of
Additionally, this module emphasizes that audiences, producers and other
media codes and conventions are like the stakeholders. The audience, being, the
building blocks of all the media around us. consumers of the media message while the
Codes are systems of signs which producers are the creators of such media
message. On the other hand, other
stakeholders can be the libraries, archives,
museums, internet and other relevant
information providers.
Constructedness. The status of a text (in any medium) as something created, authored,
composed, framed, mediated, and/or edited
Representation. The ways in which media represents reality through the decisions and
perspectives of its creators

Assessment: (Post-Test)
Multiple Choice. Select the letter of the best answer from among the given choices.

1. Media is a collective term for all communication medium such as books, newspapers,
radio, television, film and the Internet.
A. True B. False
C. Maybe D. Neither True or False

2. A media and information literate individual knows how to examine and take apart the
media message so that its parts are exposed to him.
A. True B. False
C. Maybe D. Neither True or False

3. It pertains to the codes, conventions, formats, symbols and narrative structures that
indicate the meaning of media messages to an audience.
A. Languages B. Media Types
C. Media Languages D. Media Sources

4. These are systems of signs which when put together create meaning.
A. Languages B. Codes
C. Media Languages D. Conventions

15
5. It refers to the recipients of information or the consumers of media.
A. Media audience B. Media producers
C. Media Languages D. Media Sources

16
 17
Pre-Test /
Post- Test
1 .A 2 .A 3 .C 4 .B 5 .A
Lesson 1
Activity 1: Video Analysis
Possible Responses
1. How was the video created?
• The video was created like a pro... it was very catchy and ente
rtaining as well
• The video was very plain and boring…
2. What materials were used in producing the video?
• They used a very nice and appropriate backdrop, the actors were
amazing…
• The camera was shaky, there was not enough lighting …
3. What steps were made to make it more entertaining?
• A lively and funny host…
• A well-prepared script/material…
4. What was included, and what was excluded?
• It was clear in the video that the main intention was to entert
ain…
• Implied in the video was the glamorous lifestyle of the mainaracter/host
ch
• Excluded in the video was the intent to persuade us to follow
hetlifestyle of
the host...
Key to Answers
 18
Lesson 1
Activity 2:
Deconstructing Media
Possible Responses
1. Whose message is this? Who created or paid for it? Why?
• The advertisement was created and paid for by Company A to promote its
new product...
2. Who is the “target audience”?
• This advertisement targets people of several races and ages…
• There is an appeal to the upper class or those who em
desire
upper
to se
class…
• There is also an appeal to those who value family...
• The ad also targets people who want to have fun with family…
3. What is the “text” of the message? (What we actuallyhear)
see and/or
• We see a close-knit family of five who are well dressed… All of them seem to
be genuinely happy…
4. What is the “subtext” of the message? (What do youhidden
think isorthe
unstated meaning?)
• The ad suggests that people should wear their brand…
• And if someone does he will seem wealthy, educated, and interesting…
5. What “tools of persuasion” are used?
• Beautiful people: There are paid models in this ad and they are all attractive.
• Association: The brand is related to fun, leisure, and popularity.
• Bandwagon: In order to be cool and popular you needir to
brand
wear the
because everyone in this large, cool family does.
• Symbols: Mercedes denote wealth, newspaper= education
6. What positive messages are presented? What negative emessages ar
presented?
• The positive messages presented in this ad are family, education, and people
coming together...
7. What part of the story is not being told?
• They actually intend to put emphasis on superficialnd)
things
but of
(bra
course it was done in a very subtle way…
Key to Answers
 19
Lesson 2 Lesson 2
Activity 4:Guess What Activity 5:Postcard
2. Superman Possible Response
3. No U-Turn The color blue which was the postcard’s main
backdrop represents serenity and calmness. The
4. Peace sea is almost equal to rest and relaxation. The color
5. Recycle green in the background represents the province’s
lush forest….
6. Infinity
Key to Answers
References
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