Media and Information

SHS Literacy
Grade 12
 Republic Act 8293, section 176 states that: No copyright shall
subsist in any work of the Government of the Philippines. However, prior
approval of the government agency or office wherein the work is created
shall be necessary for exploitation of such work for profit. Such agency
or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos,

brand names, trademarks, etc.) included in this book are owned by their
respective copyright holders. Every effort has been exerted to locate and
seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim
ownership over them.

This module was carefully examined and revised in accordance with the
standards prescribed by the DepEd Region 4A and Curriculum and Learning
Management Division CALABARZON . All parts and sections of the module are
assured not to have violated any rules stated in the Intellectual Property Rights
for learning standards.

The Editors

PIVOT 4A CALABARZON
 Media and Information Literacy
Grade 12

Regional Office Management and Development Team: Job S. Zape, Jr.,

Fe M. Ong-Ongowan, Lhovie A. Cauilan, Eugene Ray F. Santos

Schools Division Office Management Team: Gemma Cortez, Rosemarie Blando,

Leylanie V. Adao, August Jamora, Rhessie M. Ambion, Hazel Angelyn E. Tesoro

Media and Information Literacy Grade 12

PIVOT IV-A Learner’s Material
Quarter 1, Version 1
First Edition, 2020

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Wilfredo E. Cabral
Assistant Regional Director: Ruth L. Fuentes

PIVOT 4A CALABARZON
 Guide in Using PIVOT Learner’s Material

For the Parents/Guardian

This module aims to assist you, dear parents, guardians, or

siblings of the learners, to understand how materials and activities
are used in the new normal. It is designed to provide the information,
activities, and new learning that learners need to work on.

Activities presented in this module are based on the Most

Essential Learning Competencies (MELCs) for Media and Information
Literacy as prescribed by the Department of Education.

Further, this learning resource hopes to engage the learners in

guided and independent learning activities at their own pace and
time. Furthermore, this also aims to help learners acquire the needed
21st century skills while taking into consideration their needs and
circumstances.

You are expected to assist the child in the tasks and ensure the
learner’s mastery of the subject matter. Be reminded that learners
have to answer all the activities in their own notebook.

For the Learners

The module is designed to suit your needs and interests using

the IDEA instructional process. This will help you attain the
prescribed grade-level knowledge, skills, attitude, and values at your
own pace outside the normal classroom setting.

The module is composed of different types of activities that are

arranged according to graduated levels of difficulty—from simple to
complex. You are expected to answer all activities on separate
sheets of paper and submit the outputs to your respective teachers
on the time and date agreed upon.

PIVOT 4A CALABARZON
 PARTS OF PIVOT LEARNER’S MATERIAL

Parts of the LM Description

What I need to
know The teacher utilizes appropriate strategies in presenting
Introduction

the MELC and desired learning outcomes for the day

or week, purpose of the lesson, core content and
relevant samples. This allows teachers to maximize
learners awareness of their own knowledge as regards
content and skills required for the lesson
What is new

The teacher presents activities, tasks , contents of

What I know
Development

value and interest to the learners. This shall expose the

learners on what he/she knew, what he /she does not
know and what she/he wanted to know and learn.
What is in Most of the activities and tasks must simply and
directly revolve around the concepts to develop and
master the skills or the MELC.
What is it

The teacher allows the learners to be engaged in

What is more
various tasks and opportunities in building their KSA’s
to meaningfully connect their learnings after doing the
Engagement

tasks in the D. This part exposes the learner to real life

situations /tasks that shall ignite his/ her interests to
What I can do meet the expectation, make their performance
satisfactory or produce a product or performance
which lead him/ her to understand fully the skills and
What else I can concepts .
do

The teacher brings the learners to a process where

What I have they shall demonstrate ideas, interpretation, mindset or
Assimilation

learned values and create pieces of information that will form

part of their knowledge in reflecting, relating or using it
effectively in any situation or context. This part
encourages learners in creating conceptual structures
What I can
giving them the avenue to integrate new and old
achieve
learnings.

PIVOT 4A CALABARZON
WEEK Introduction to Media
1 and Information Literacy
I Lesson

Welcome to Media and Information Literacy (MIL)!

Our topic today embodies essential knowledge that should allow you to
engage with media and information channels in a meaningful manner. At the end
of this lesson, you should be able to describe how communication is influenced by
media and information; identify the similarities and differences of media literacy,
information literacy, and technology literacy; and discuss responsible use of media
and information.
Learning Task 1: Think of the past week, and record your use and interaction
with media and information providers such as the internet, social media, TV,
radio, newspaper, etc. Indicate how many hours you spent with each one. These
do not have to be exact and you can estimate the number of hours you spend each
week. Write your answers in your notebook.
Sample Time Spent
A. Internet 1 hour, 30 minutes
B. Television 2 hours
C. Social Media 3 hours
D. Radio 15 minutes
E. Newspaper 5 minutes
Gather reaction from your parents and siblings about how you usually
spend most of your time. Note also their perception on the roles of media in daily
life (e.g. leisure, learning, communication, etc.)?

Learning Task 2: We are now living in the 21st Century where people are
dependent on technology. Imagine waking up one day without internet, libraries,
and cell phones. Newspapers, magazines, radio stations and TV channels have
also disappeared. Answer the questions below in your notebook.
1. How would you be informed of anything now?
2. What ways would you have to communicate with one another?
3. How would you share information and communicate news and events?
4. What would happen with the decisions you usually make?
5. How would it affect the way you live?
6. What would you personally miss most in such situation?
7. What would society miss in this situation?

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 D
Learning Task 3: Study the images below and answer the questions in your
notebook.
1. Do you believe that these news items are true? How did you know they
are true/false?
2. Are all news and information in the internet true? Why or why not?
3. Who gets to post news items online? Expound.

The following are definitions of concepts related to Media and Information

Literacy:
 Literacy is 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 is 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 is 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 is a broad term that covers processed data, knowledge derived
from study, experience, instruction, signals or symbols.
 Information Literacy is the ability to recognize when information is needed,
and locate, evaluate and communicate information in its various formats.
 Technology Literacy is the ability of an individual, either working
independently or with others, to responsibly, appropriately and effectively use

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 technological tools. Using these tools, an individual can access, manage,
integrate, evaluate, create and communicate information.
 Media and Information Literacy refers to 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.

Learning Task 4: Now that you are already familiar with the definition of
literacies, create a Venn diagram that illustrates your understanding of the
concepts below in terms of use and purpose. Do this in your notebook.

E
Learning Task 5: Imagine yourself as a journalist. You were tasked to write an
article. Accomplish the media and information design framework for this article by
answering the matrix below. Answer the essential question that follow. Do this in
your notebook.

Essential Question: How did the guide questions help you as a journalist?

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 A
Learning Task 6: Do the activities below in your notebook.

1. Create an acrostic poem that describes an individual who is media and

information literate. You may use as many letters to form your key word.
See the sample acrostic below.

Sample acrostic poem taken from ExtraEssay. (n.d.). fbnotify.top — Coming Soon.
Retrieved September 6, 2020, from https://fbnotify.top/rbessay/

2. Create a comic strip that shows the activities/habits that you practice to
demonstrate responsible use of media and information. Make sure to use
speech and thought balloons as well. Do this in your notebook

Scene 1 Scene 2 Scene 3

Scene 4 Scene 5 Scene 6

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