Quarter 1

LESSON

1
INTRODUCTION TO MEDIA AND INFORMATION LITERACY

LEARNING COMPETENCIES

• Describe how communication is influenced by media and information. (MIL11/12IMIL-IIIa-1)

• Identify the similarities and differences between and among media literacy, information literacy, and
technology literacy. (MIL11/12IMIL-IIIa-2)
• Discuss responsible use of media and information. (MIL11/12IMIL-IIIa-3)

Introduction to Media and Information Literacy

Media and Information Literacy involves necessary skills that let a person interact using different
media platforms and get access to information around the globe. These should be learned because
we are now living in the information age when the media have a significant role in our society
towards disseminating information, connecting people, and acting as an agent of change in our
society.

A. Communication and Media Information

Communication is affected by media and information because of the advancement of technology

and the availability of different communication services. These allow us to have access to fast and
easy forms of communication through the use of different media platforms and social media sites
like Facebook, Messenger, Instagram, Twitter, among others. However, this form of communication
may have a negative effect on people in terms of personal relationships that may be strained by the
over-reliance on social media that are fertile grounds for fake news and hoaxes Therefore, we
should always be mindful in taking advantage of the use of communication technology in
appropriate ways. We must keep in mind the principle of “Think before you click”.

B. Media Literacy, Information Literacy, and Technology Literacy

Media literacy highlights the capacity of an individual to understand the functions of media and
determine the relevant use and worth of media platforms. This means that an individual knows how
to use or manage media accounts or media platforms. Meanwhile, information literacy is the
communication or acquiring of data or facts that relate to the use of media information. This
involves a careful and thoughtful way of gathering information legally, avoiding such pitfalls as
violating intellectual property rights and plagiarism. Technology literacy, on the other hand, is the
skill of an individual to manipulate technology independently or with the assistance of others in
using the technology in an efficient and suitable way. These skills are needed to access knowledge
and communicate information in a legal and ethical manner. Information and media literacy enable
people to become a responsible user and producer of media and information.

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C. Responsible Use of Media and Information

The 21st Century is known as the information age. Now, people are highly dependent on technology
in different aspects of their lives such as for communication, entertainment, and work-related
activities. Responsible use of media and information is encouraged especially in education.
Teachers and students use reliable internet sources in acquiring information as well as in researches.
Others use different media platforms for information dissemination and for social awareness and
advocacy purposes.

The value of media information literacy is undeniable across all nationalities around the globe. For
example, modern Good Samaritans use media platforms through various ways like video blogging
to help people in need. These platforms also have economic value to their users. Media influencers
who have gained many subscribers and followers are paid by YouTube through the advertisements
and commercials inserted in their videos. Also, networking businesspersons and online sellers use
different media platforms as an important tool to recruit members, advertise, and sell their products,
respectively.

Some social media are agents of change. Users who want to increase awareness or elicit public
response to issues flock to social media where they can freely write their opinions, textually or
through “memes”, on their advocacies. There is, at present, little guarantee on the truth of what is
being shared, but people react to it, sometimes getting involved in conflicts online or offline.
Therefore, social media users, especially influencers, must be responsible for what they post on
their platforms. They have to make sure that the information they share are factual and come from
reliable sources.

The ease of getting information via media also has its disadvantage: the risk of invasion of privacy.
Many users are unaware that their personal information can also be taken from their media accounts
without their knowledge, resulting in effects ranging from annoyance due to too many targeted ads
to legal problems from identity theft.

Certainly, media and information literacy is an essential skill that we need to develop for us to take
advantage of the use and benefits of technology in the modern society, while avoiding its pitfalls.

Here are some tips for the responsible use of media and information.

1. Ensure personal information safety – Do not display or give away your personal information on
your social media account. When you are using applications and websites, read first the “terms of
use”. It’s wise to take a close look and read all the sections thoroughly.

2. Get permission – When posting videos or pictures of other people on your social media account,
do not forget to ask for the owner's approval and of the people who appeared in the video or picture.

3. Think before you click – When posting or sharing on social media, think first if the information
you are going to post or share is accurate, helpful, informative, nice, and kind to others. Avoid
posting or sharing inappropriate, uncomfortable, or rude insights on your account.

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4. Keep your password safe – Keep an eye on your account; do not let others know your password.
Update your password often to avoid your account from being hacked or used by a poser.
5. Spread positivity – Share positive and uplifting posts to your friends. As much as possible, avoid
negativity and hate in your account because what you post on social media becomes a reflection of
yourself.

Having full access to technology requires continuously

developing norms of appropriate, responsible, and
empowered technology use which refers to Digital
Citizenship.
Let’s take a look at the Nine elements of Digital
Citizenship to understand its content.

The elements (9 elements of digital citizenship) have

also been organized under the principles of respect,
educate and protect. To fully grasp it, take a look on the
image presented.

Digital citizenship also includes Digital Etiquette which pertains to electronic standards of conduct
or procedures and has to do with the process of thinking about others when using digital devices.
Recognizing Online Proper conduct is a must and it has something to do with “Netiquette”.

Netiquette as set of rules about the proper and polite way to communicate with other people when
using the internet. Common issues in the digital world such as bashing and online bullying occur
due to improper conduct online. As a responsible online user, the following core rules should be
taken into consideration;

Rule 1: Remember the Human,

Rule 2: Adhere to the same standards of behavior online that you follow in real life,
Rule 3: Know where you are in cyberspace,
Rule 4: Respect other people's time and bandwidth,
Rule 5: Make yourself look good online,
Rule 6: Share expert knowledge,
Rule 7: Help keep flame wars under control,
Rule 8: Respect other people's privacy,
Rule 9: Don't abuse your power,
Rule 10: Be forgiving of other people's mistakes.

Learning is never never ending, the more information we have, the more we seek for more. With the
birth of technology, access to information comes at the tip of our fingers. However, despite of the
leisure technology offers, people tend to abuse it resulting to human conflict. Proper online conduct
is a must every time in contact with the digital world to avoid unpleasant situations.

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LESSON

2
THE EVOLUTION OF TRADITIONAL TO NEW MEDIA

LEARNING COMPETENCIES

• Explain how the evolution of media from traditional to new media shaped the values and norms of people
and society. (MIL11/12IMIL-IIIa-4)

The Evolution of Traditional to New Media

Media have evolved throughout time – from pre-industrial age to information age. The evolution of
traditional to new media depicts the records of the past on the progress of media technology which
helps people communicate and disseminate information in the fastest and efficient ways.
Furthermore, media also shaped the values and norms of people and society.

The term “media” is described as means of communication for people which includes newspapers,
radio, televisions, and the internet. In the advent of the “new normal”, the role of media has been
highlighted more than ever. The society relies heavily on media and information technology, not
only for communication, but also for information dissemination, distance learning, work at home,
etc. With the attainment of technological advancement, people wondered how media changes
throughout time and what forms of media exist in different ages. To answer these queries, let us now
discover how media have evolved from pre-industrial age to information age.

Pre-Industrial Age (Before 1700s)

During pre-industrial age, about 4.5 million years ago, the early hominids discovered fire,
developed paper from plants, and built weapons. The prehistoric inhabitants used stone tools and
metals as part of their daily activities like hunting and gathering. They also used crude stone tools to
create things considered rock art. These prehistoric arts such as petroglyphs and pictographs were
considered the earliest forms of traditional media.

Cave Paintings in 13,000 B.C.

Industrial Age (1700s - 1930s)

The industrial age occurs during the industrial revolution in Great Britain. This period brought in
economic and societal changes, such as the substitution of handy tools with machines like the power
loom and the steam engine. The transformation of the manufacturing industry, and commercial

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enterprise for mass production of various products occurred. Also, long-distance communication
became possible via telegraph, a system used for transmitting messages.

Printing Trades (1916)

Electronic Age (1930s - 1980s)

The electronic age started when people utilized the power of electricity that made electronic devices
like transistor radio and television work. The creation of the transistor piloted the rise of the
electronic age. The power of transistors was used in radio, electronic circuits, and early computers.
In this period, people made use of air access to communication.

Desktop Personal Computer

Information Age (1900s - 2000s)

The information age is a period also known as the digital age. This period signified the use of the
worldwide web through an internet connection. Communication became faster and easier with the
use of social networks or social media platforms such as Facebook, Messenger, Instagram, Twitter,
among others. The rapid technological advancement and innovation with the use of microelectronics
lead to the development of laptops, netbooks mobile phones, and wearable technology.

Social Media Apps

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Here are the lists of media that have evolved throughout the four ages in history.

Pre-Industrial Age (Before 1700s)

• 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 the Mayan region (5th Century)
• Printing press using wood blocks (220 AD)

Industrial Age (1700s-1930s)

• Printing press for mass production (19th century)
• Newspaper- The London Gazette (1640) • Typewriter (1800) Telephone (1876)
• Motion picture photography/projection (1890) • Commercial motion pictures (1913)
• Motion picture with sound (1926)
• Telegraph• Punch cards

Electronic Age (1930s-1980s)

• Transistor Radio
• Television (1941)
• Large electronic computers- i.e. EDSAC (1949) and UNIVAC 1 (1951)
• Mainframe computers - i.e. IBM 704(1960)
• Personal computers - i.e. HewlettPackard 9100A (1968), Apple 1 (1976)
• OHP, LCD projectors

Information Age (1900-2000s)

• Web browsers: Mosaic (1993), Internet Explorer (1995)
• Blogs: Blogspot (1999), LiveJournal (1999), Wordpress (2003)
• Social media: Friendster (2002), Multiply (2003), Facebook (2004)
• Microblogs: Twitter (2006), Tumblr (2007)
• Video: YouTube (2005)
• Augmented Reality / Virtual Reality
• Video chat: Skype (2003), Google Hangouts (2013)
• Search Engines: Google (1996), Yahoo (1995)
• Portable computers- laptops (1980), tablets (1993) netbooks (2008), • Smartphones
• Wearable technology
• Cloud and Big Data

The influence of media on the values and norms of people.

Norms are standards of behavior that are expected in a society based on their customary laws or
conduct. These norms entail conformist behavior following social standards like respect for elders,
obtaining education, getting married, and gender roles. The set of norms begins at home and
continues to develop as we expand ourselves to the social world. With the use of social media,
people are no longer limited to his/her social group and become more readily connected to global
society with diverse values and norms.

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With the advent of the information age, media become more influential in different aspects of
people’s lives. Media provide access to ideas that are restricted in the past. Due to people’s
capability to relate, deliberate, and communicate freely online, the conventional ideas are
challenged. For example, there are different women's rights organizations that share worldwide
awareness of woman equality in our society through online platforms. Similarly, the LGBTQ plus
movement advocates gender equality and acceptance in society. This results in the development of
new social norms to conform to in search for equal opportunity and tolerance.

According to Arias (2016), the influence of media may have(1) individual or direct effect, and (2)
social or indirect effect. He argued that the process of information dissemination has significance to
the beliefs of a person and subsequently to their behavior. The widely spread of information helps
the creation of shared knowledge, hence expanding its impact on the norms and values of the people
in the society. This is in line with Bandura's (1986) Social Learning Theory, wherein media operates
by means of educational models. These educational models perform vital functions by transmitting
information, values, and behaviors, among others. Information that is recognized to be publicly
accessible improves the understanding of shared beliefs (Mutz, 1998).

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LESSON
3
TYPES OF MEDIA

LEARNING COMPETENCIES

• Compare and contrast how one particular issue or news is presented through the different types of media
(print, broadcast, online).

Types of Media

In the age of digital technology In the age of digital technology where information can be easily
accessed, the question of what media is appropriate from reaching the audience to delivering its
content effectively has great significance. In this lesson, you will learn about the types of
media and media convergence.

A. PRINT MEDIA
This type of media paper and ink is reproduced in a printing process that is traditionally mechanical
such as books, newspapers, magazines, journals, newsletters, and brochures. Print media may
include text, graphics, or a combination of both.

I.Text Media
A type of print media which is a simple and flexible format for conveying ideas, whether hand-
written or printed. Not all text media are print media. Text media may also be displayed on-screen
as part of broadcast media, multimedia, or new media.

An important feature of text media is typography. Typography is the art and technique of
arranging the visual component of the written word. It features textual designs with optical
illusions that improve readability and help convey meaning. Fonts and alignment are parts of
typography.

II. Visual Media

A type of print media that refers to pictures, photos, images, and graphics used to channel
communication using the sense of sight. Visuals combined with text are also considered as
visual media.

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Like text media, visual media are not limited to print media, however. “Visual media” is a
general term for any medium that mainly makes use of sight as a channel to receive the message.

An important feature of visual media, in print or elsewhere, is graphic design. It is the

process of visual communication that organizes and presents information developed through a
creative process for a particular purpose. Graphic design is part of your daily life. From things like
candy wrappers to huge things like billboards to the T-shirt you are wearing, graphic designs
inform, persuades, organizes, stimulates, locates, identifies, attracts attention, and provides
pleasure.

Examples of Visual Media

1. Informational Graphics (Infographic) – is a visual representation of information to

understand the high-volume and complex data easily, e.g., graphs, charts.

2. Cartoons – a sketch or drawing intended as satire, caricature, or humor, e.g., comic strip,
editorial cartoons in newspapers and magazines.

3. Photography – A photograph is an image created by light captured on a light-sensitive

surface, which is usually photographic film. Nowadays, few people use photographic film.
The advent of digital photography via digital cameras and cellular phones has made taking
photographs easier and less expensive.

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B. BROADCAST MEDIA
A type of media that reaches target audiences using airwaves as the transmission medium.
Examples of broadcast media are radio and television.

I. Audio Media
A type of broadcast media that uses audio or voice recording as a
medium in the delivery of information. These are devices that
appeal to the auditory sense.

II. Multimedia
A type of broadcast media concerned with the computer-controlled integration of text,
graphics, drawings, still and moving images (video), animation, audio, and any other media
where every type of information can be stored, communicated, and handled digitally.

Multimedia can be recorded and played, displayed, interacted

with or accessed by information-processing devices, such as
high-tech and automated devices, but can also be part of a
live presentation. Multimedia devices are electronic media
equipment used to store and play or display multimedia
content. In the early years of multimedia, "rich media", a term
with a similar concept was used in advertising.
“Hypermedia” is an extension of multimedia, where photos or
graphics are linked to other sources of information.

III. Digital or New Media

A term used to integrate the different technologies emerging
on one digital platform to organize and distribute content.
Some examples are podcasts, augmented reality, video games,
blogs, and wikis. There are two common characteristics of
new media: disseminating the information to several receivers
which is theoretically infinite, in customized ways, depending
on the specification for endorsed categories.

C. MEDIA CONVERGENCE
Media convergence refers to the merging of different equipment
and tools for producing and distributing news through digitization
and computer networking. It allows media texts to be produced
and distributed on multiple media devices. This is also known as
technological convergence. Media convergence is the synergy of
communication, computing, and content in the digital world. A
smartphone that has a camera, radio, web browser, video, etc. is
an example of converged media.

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LESSON

4
MEDIA AND INFORMATION SOURCES

LEARNING COMPETENCIES

• contrast Indigenous media to the more common sources of information such as a library, the Internet, etc.

Media and Information Sources

In looking for any information, the main considerations are, “What type of information is needed?”
and “Where can these pieces of information be found?” Acquiring the skill of finding reliable
sources of information will help you discover and enhance more skills in 21st-century learning.

In searching for information, one needs help in locating appropriate and reliable sources while also
having access to them. There are three main sources of information: indigenous knowledge,
libraries, and the Internet. In many instances, sources of information are also classified as primary,
secondary, and tertiary.

A. Indigenous Knowledge
Indigenous knowledge is the distinctive knowledge kept to a specific group of people. Local
knowledge, folk knowledge, people’s knowledge, traditional wisdom, or traditional science are
other terms used for it (Senanayak, 2006). Communities generate and transmit this knowledge in
certain periods to be able to adjust to their agricultural, ecological, and socio-economic
environments (Fernandez, 1994).

Meanwhile, according to Brouwers (1993), indigenous knowledge is “generated through a

systematic process of observing local conditions, experimenting with solutions, and readapting
previously identified solutions to modified environmental, socio-economic and technological
situations.” It usually becomes the basis of a certain community for their daily life. Indigenous
knowledge is transferred from one generation to another, either orally (oral tradition) or through
cultural rituals. Oral traditions involve legends, folktales, epics, myths, and folk songs.

Dewalt (1994) identified certain features of indigenous knowledge that are highly relevant in
conservation and sustainable growth:

• Locally appropriate. Indigenous knowledge signifies a way of life that has advanced with the local
conditions.
• Restraint in resource exploitation. Production is for survival needs only; only those necessary for
immediate survival are taken from the environment.
• Diversified production systems. There is no abuse of resources; various strategies are utilized to
avoid risks.
• Respect for nature. A ‘conservation ethic’ often exists. Here, the land is treated as sacred.

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• Human dependence on nature for survival. All species are interrelated; hence, one affects the
other.
• Flexibility. Indigenous knowledge means adapting to new circumstances and being open to
outside knowledge.
• Social responsibility. There are strong family and community ties, and with them, feelings of
obligation and responsibility to preserve the land for future generations.

B. Library
As defined in Cambridge Dictionary, A library is “a building, room, or organization that has a
collection, especially of books, music, and information that can be accessed by computer for people
to read, use, or borrow.”

4 Types of Libraries

• Academic Library - serves colleges and universities

• Public Library - serves cities and towns of all types
• School Library - serves students from kindergarten to grade 12
• Special Library - are in specialized environment such as hospital, corporations,
museums, the military, private businesses and the government.

Aside from books and journals, libraries also house advanced e-resources. Most libraries offer the
following services:

• User services function in linking people to the information they are looking for.
• Technical services function in gathering, cataloging, and preparing library materials.
• Computer services function in maintaining databases, software programming, web page design,
and computer hardware maintenance in the library.
• Administrative services function in managing the library and services, conveying contracts with
sellers, supervising library employees, and preparing budgets.
• Libraries are classified as academic, public, school, and special.
• Academic libraries serve colleges and universities.
• Public libraries serve cities and towns of all types.
• School libraries serve students from Kindergarten to Grade 12.
• Special libraries are located in specific environments (e.g., hospitals, corporations, museums,
military, private business).

C. Internet
As defined in the Oxford Dictionary, the Internet is “a global computer network providing a variety
of information and communication facilities, consisting of interconnected networks using
standardized communication protocols.”

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Essays, UK (2018) describes the internet as a “network of networks” consisting of millions of

smaller domestic, academic, business, and government networks. Internet is also defined as the
“worldwide publicly accessible network of interconnected computer networks that transmit data by
packet switching using the standard Internet Protocol (IP)” (Merriam Dictionary).

It transmits information stored in files or documents on one computer to another computer. It

transfers together several information and services, such as file transfer, electronic mail, interlinked
web pages, online chat, and other documents of the World Wide Web. While it is common to hear
people saying they found the “information on the Internet,” it is technically more correct to say one
finds information “through” or “using” the Internet.

Other Classifications of Information Sources

A. Primary Sources of Information:

Primary sources refer to “original materials.” These are materials from a certain period of time that
have not been filtered, modified through analysis, interpretation, or evaluation. Also, primary
sources are the bases of other researches. They are commonly the raw products of written texts
(print or electronic format). Hence, they show original thinking, present a discovery, or impart new
information.

The following are examples of primary sources of information:

Artifact
It refers to something made or created by humans, such as a tool or a work of art,
especially an object of archaeological interest.

Diary
It is a record with distinct entries organized by date reporting on daily activities or
other periods. It can be personal, which may include a person's experiences,
thoughts, and/or feelings.

Patent
This is the granting of a right to an inventor by a sovereign authority. This grant
affords the inventor exclusive rights to the patented process, design, or invention
for a designated period in exchange for a comprehensive disclosure of the
invention.

Audio/ video recording

Audio materials include everything from oral histories, to music, to speeches, to
radio broadcasts, and testimony and encompass all varieties of recorded sound.
These sources are often akin to biographies or autobiographies, and as such can
be used as primary sources as they are created as a time or event is occurring.

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Other examples of primary sources include e-mails, interviews, journal articles, letters, minutes of meetings,
conferences and symposia, newspaper articles, original documents (e.g., birth certificate, marriage certificate),
photographs, records of organizations, research survey results, speeches, works of art, literature, architecture, and
music, and websites.

B. Secondary Sources of Information:

Compared to primary sources, secondary sources are not easily defined. Generally, written after an
original product, they usually aim to give reflection or analysis. In short, they are analyses,
interpretations, and evaluations of primary sources. Secondary sources are not proof, but rather
explanation on and discussion of evidence.

Secondary sources may be classified as index type, survey type, and reference type.

Indexes are typically found as one or more individual volumes at the end of a set. Examples are
index, bibliography, indexing periodicals, and abstracting periodicals.
Survey type involves the product of examination or description of someone or something. Examples
are reviews, treatises, and monographs.
The reference type consists of materials collected from others’ works such as encyclopedia,
dictionary, handbook, manual and critical tables.

C. Tertiary Sources of information:

Tertiary sources are commonly confused with secondary sources. Tertiary sources involve
information that collects and organizes primary and secondary sources. Tertiary sources include
bibliographies of bibliographies, directories and yearbooks, guides to literature, and lists of
research in progress.

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LESSON

5
MEDIA AND INFORMATION LANGUAGES

LEARNING COMPETENCIES

• present an issue in varied ways to disseminate information using the codes, convention, and language of
media (MIL11/12MILA-IIIf15)/ (MILI11/12MILA-IIIf16)

Media and Information Languages

Media and information literacy involves a full understanding of how information, signs, symbols, and
meanings are being communicated through various media. Language is considered to be one important
medium to communicate. As a medium of communication, language is defined as a “system of arbitrary,
vocal symbols that permit all people in a given culture, or other people who have learned the system of that
culture, to communicate or to interact” (Finocchioro, in Jiang, 2010). Language carries various facets and
functions. In this lesson, you will learn one aspect of language: the language as it functions in media and
information.

Media language denotes how media producers make meaning about a certain medium (advertisement, TV
show, film, etc.) they are producing and how they transfer that meaning to their target audience. It allows the
audience to convey the meaning of the text through its signs and symbols. These signs and symbols used in
media text do not have a single meaning. It is expected that audiences have different interpretations and will
use different meaning systems. In interpreting these signs and symbols, audiences may interpret the media
text denotatively or connotatively. Denotative meaning is the literal meaning of the media text while
connotative meaning refers to the various interpretations that the text suggests to the audience which are
often associated with their culture, values, beliefs, etc. For example, the use of the nonverbal signal “thumbs
up” may mean “Job well done!” in western cultures but it is a rude gesture in some countries in the Middle
East.

Media Codes and Conventions

In interpreting the meaning of the media text, you have to be able to understand two of the most significant
aspects of media and information language – the codes and conventions. Media codes and conventions are
the very foundations of all the existing media. Media codes commonly have an established meaning,
denotation or connotation, to the target audience. Meanwhile, conventions refer to the possible methods in
which codes are organized in a product.

Types of Media Codes

• Symbolic codes are audience-based. The meaning of the product is not based on the product
itself but on the interpretation of the audience. For example, a film with a scene waving a white
flag symbolizes “retreat” or “surrender”. In reality, the audience who sees someone waving a
white flag may interpret it the same way. The symbolic codes in media include setting, “mise en
scene”, acting and color.
Setting refers to the time and place of the narrative or a specific scene.
Mise en scene is a French term that means “everything within the frame”. It describes all the
features (set design, costume, props, staging) within a frame of media products.
Acting refers to the portrayal of the actors in creating media products.
Color considerations are highly connotative when it comes to interpretations. It is also usually
associated with cultural aspects.

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• Technical codes refer to codes specific to a media form alone. The knowledge and connotations
of different camera angles and shots make sense when looking at films and photographs but
mean nothing outside those forms. The technical codes include camerawork (camera operation,
positioning, and movement for desired specific effects), editing (the process of selecting,
operating, and ordering images and sound), audio (expression and utilization of sounds), and
lighting (the manipulation of light based on the target mood).
• Written codes are the formal written language used in creating a media product. It includes the
printed language (the text visible with the media frame which is the text you can see within the
frame) and the spoken language which includes the dialogues and even the lyrics of the song.

Types of Conventions
Conventions refer to the recognized ways of using media codes. The types of conventions include form
conventions, story conventions, and genre conventions.

• Form conventions are ways in which the types of media codes are expected to be arranged. For instance,
the title and main casts are expected to appear at the beginning of a movie while the credits are expected to
appear at the end. A number of television series usually begin with a short recap of the previous episode
and end with a preview of the next episode.
• Story conventions refer to the basic structures of narratives. Examples of story conventions involve
narrative structures, character constructions, and point of view.
• Genre conventions refer to the common use of the elements of narratives such as the characters, settings,
or themes in a certain type of media. Genre conventions can be formal or thematic and are usually linked
to the expectations of the audience.

Media producers, stakeholders, and audience

Aside from media language, media practitioners also look into other elements such as the producers, the
stakeholders, and the audience. The media producers refer to the people who initiate, plan, and produce
media texts. They need to have the skill in assessing the media texts and a thorough understanding of the
target product; and the processes that go into creating the products. Meanwhile, the stakeholders refer to
people or organizations that share the same interests or intentions. The audience, on the other hand, is a
significant element in delivering media texts. All media texts are made with a target audience in mind.
Producers conduct an audience analysis before coming up with a media text. Audience analysis is the
process of looking into the demographics (age, gender, social status, etc.) and psychology (values, beliefs,
attitude) of the audience.

Producers also consider the reaction of the audience by looking into the following:

• Audience Engagement. This refers to the reaction of the audience to the media text. Different people
react in varied ways to the same text.
• Audience Expectations. This refers to the anticipation of the audience about the text. Producers may
satisfy or shatter the audience’s expectations.
• Audience Foreknowledge. This refers to the exact information (not expectations) which the audience
brings about the media output.
• Audience Identification. This refers to the connection built by the media text to the audience.
• Audience Placement. This refers to the strategies producers use to make the audience feel that the media
text is made specifically for them.
• Audience Research. This refers to the monitoring of the audience before, during, and after the production
of the media text.

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LESSON
6
LEGAL, ETHICAL, AND SOCIETAL ISSUES IN MEDIA AND INFORMATION

LEARNING COMPETENCIES

• cite practical situation when to apply knowledge in intellectual property, copyright, and fair use guidelines
(MIL11/12LESI-IIIg-17)
• create a campaign ad to combat digital divide, addiction, and bullying (MIL11/12LESI-IIIg-19)

Go online and check the number of hate posts that you can see in your social media news feed. Recall if you have ever
been confused about a product with an imitation because their design looked almost similar. How about recalling if
your favorite song cover, movie, Netflix TV show, or Korean drama was blocked when you looked for it on YouTube or
other online sites? How many of your friends have neglected their personal relationships and duties because of
excessive or compulsive use of the Internet? Are you alike? These situations in new media may pose threats and risks
to any individual. Therefore, you need to be media and information literate to avoid the possible risks of using the
Internet. Being able to recognize and understand the issues in this module is a part of becoming not only a media and
information literate individual but also a responsible digital citizen.

Digital citizenship is the “ability to find, access, use and create information effectively; engage with other users and
with content in an active, critical, sensitive and ethical manner; and navigate the online and ICT environment safely
and responsibly, being aware of one’s own rights” (UNESCO, 2016, p. 15 as cited in Shin, T.S. et al. 2019, p.19).
Thus, understanding the issues in this module and their related legal, ethical, and societal implications can empower
you to become more ready, resilient, respectful, and responsible users and creators in the digital world. In this module,
you will learn about some of the most common issues in the use of media and information within your community, with
a mindful path to digital citizenship.

Legal, Ethical and Societal Issues in Media and Information

With the growing online community in this new information age, people must know and understand their
rights and responsibilities as media and information providers and consumers in order to become digital
citizens. Significantly encompassing these rights and responsibilities are the issues of (a)Intellectual
Property, (b)Fair Use, (c)Netiquette, (d)Internet Addiction, and Cyberbullying.

A. INTELLECTUAL PROPERTY (IP)

World Intellectual Property Organization (WIPO), the global forum for intellectual property services, policy,
information, and cooperation, defined Intellectual Property (IP) as referring to the “creations of the mind,
such as inventions; literary and artistic works; designs; and symbols, names, and images used in commerce”

It can be classified into two categories namely, (1) Industrial Property which includes patents, trademarks,
industrial designs and geographical indications and appellations of origin; and (2) Copyright which covers
literary works (such as novels, poems, and plays), films, music, artistic works (e.g. drawings, paintings,
photographs, and sculptures) and architectural design. Rights related to copyright include those of
performing artists in their performances, producers of phonograms in their recordings, and broadcasters in
their radio and television programs (WIPO, 2016).

In the Philippines, IP is protected under two laws – the Intellectual Property Code (RA 8293) and the
Cybercrime Prevention Act (RA 10175). Both laws protect intellectual property rights, allowing the rightful
creators or owners of patents, trademarks, or copyrighted works to benefit from their own work or creation –
may it be of moral or material interests. Violation of this law or one of the rights is called infringement.

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Types of Intellectual Property

• Copyright. It is a legal term used to describe the rights that creators have over their
literary and artistic works. This covers works ranging from books, music, paintings,
sculpture and films, to computer programs, databases, advertisements, maps and technical
drawings (WIPO, 2016). Registration of copyrighted work or displaying of the copyright
symbol may not be mandatory but it is recommended to emphasize that the author is
claiming copyright protection in the work. Nevertheless, the copyright law still protects the
creator’s work from the moment of creation and the owners do not lose this protection.

• Patent. It is an exclusive right granted for an invention. It provides the patent owner
with the right to consent on the invention or a way for others to use it. In return, the patent
owner is responsible for making technical information about the invention available in the
published patent document or in public (WIPO, 2016).

• Trademark. It is a distinguished sign of goods or services of one

enterprise from those of other enterprises. It can be compared to what craftsmen used
in ancient times as “signature mark” on their product (WIPO, 2016). TM denotes that
the owner of the mark is in the process of registration to indicate a claim of ownership,
while ® is only used for marks that have been granted registration.

• Industrial Design. WIPO (2016) defines Industrial design as an ornamental or

aesthetic aspect of an item. A design may consist of three- dimensional features
such as the shape or surface of an article, or of two-dimensional features such as
patterns, lines, or color. An industrial design right protects only the appearance or
aesthetic features of a product, whereas a patent protects an invention that offers a
new technical solution to a problem. In principle, an industrial design right does not
protect the technical or functional features of a product. Such features could,
however, potentially be protected by a patent.

• Geographical Indications and Appellations of Origin. These are signs used on

products possessing qualities, a status, or characteristics that are essentially
attributable to that location of origin. Generally, a geographical indication includes
the name of the place of origin of the goods (WIPO, 2016).

Republic Act No. 8293 or Intellectual Property Code of the Philippines

The copyrighted works are under this Term of Protection (Source: Official Gazette, 2012, section 213)

Intellectual property is essential in creating a culture of creativity, progress, and innovations as any content creator’s exclusive rights to their
own creation are secured and protected through the IP law. This means one’s original work cannot be legally copied or used for profit.
Otherwise, one can be penalized on grounds of infringement. Copyright law allows the owner to control access to his or her own work and
consequently provides strong penalties for infringement of owners’ rights. However, the law also includes certain exemptions to the rule and
considerations in the use of the copyrighted materials from the owner’s control, which are under the doctrine of Fair Use.

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B. FAIR USE
Fair use is a legal principle stating that one can use a copyrighted work without a license for the following
purposes: commentary, criticism, reporting, research, and teaching. Furthermore, the copyrighted material
must observe conditions such as (1) amount and substantiality of the portion taken; (2) purpose and
character of one’s use; (3) nature of the copyrighted work; and (4) potential market effect (Stim, 2016). In
general, one must own the majority of the new content, give full credit to the original source, and use the
content for non-profit purposes to consider it fair use.

In order to clarify the terms and conditions in control of the creative work between the author and the
general public, one needs permission from the copyright holder which is called a license. Some content
creators choose to license their work more freely by giving their work a Creative Commons license or even
putting their work in Public Domain. These CC licenses are copyright licenses providing a simple and
standardized way to give the public permission to share and use the creative work. This is easier for both the
author and the public compared to an agreement in traditional licenses which are more restricting.
Creative Commons is an American non-commercial organization that aims to expand the range of creative
works available for others to build upon and to share legally. The organization has released several
copyright-licenses known as Creative Commons licenses free of charge to the public.

Below are infographics about copyright, fair use, and creative commons.

Infographic 1: Copyright, Fair Use and Public Domain Infographic 2: Using Creative Commons Content

C. NETIQUETTE
One of the pressing problems in the digital age is the lack of basic manners in using the Internet. Seemingly
overwhelmed with the liberty one enjoys in digital media, online users tend to forget that they are still
interacting with real people, although in the virtual world or cyberspace. To help minimize mistakes,
untoward encounters, and unkind experiences online, understanding and applying the rules in Netiquette is
necessary. Netiquette or network etiquette is a set of rules for behaving properly online.

Here are the Ten Core Rules of Netiquette by Virginia Shea.

Rule 1: Remember the Human

When communicating electronically, whether through email, instant message, discussion post, text, or some other method,
practice the Golden Rule: Do unto others as you would have others do unto you. Remember, your written words are read by real
people, all deserving of respectful communication. Before you press "send" or "submit," ask yourself, "Would I be okay with this
if someone else had written it?"
Rule 2: Adhere to the same standards of behavior online that you follow in real life
While it can be argued that standards of behavior may be different in the virtual world, they certainly should not be lower. You
should do your best to act within the laws and ethical manners of society whenever you inhabit "cyberspace." Would you behave
rudely to someone face-to-face? On most occasions, no. Neither should you behave this way in the virtual world.
Rule 3: Know where you are in cyberspace
"Netiquette varies from domain to domain." (Shea, 1994) Depending on where you are in the virtual world, the same written
communication can be acceptable in one area, where it might be considered inappropriate in another. What you text to a friend
may not be appropriate in an email to a classmate or colleague. Can you think of another example?

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Rule 4: Respect other people's time and bandwidth

Electronic communication takes time: time to read and time in which to respond. Most people today lead busy lives, just like you
do, and don't have time to read or respond to frivolous emails or discussion posts. As a virtual world communicator, it is your
responsibility to make sure that the time spent reading your words isn't wasted. Make your written communication meaningful and
to the point, without extraneous text or superfluous graphics or attachments that may take forever to download.
Rule 5: Make yourself look good online
One of the best things about the virtual world is the lack of judgment associated with your physical appearance, sound of your
voice, or the clothes you wear (unless you post a video of yourself singing Karaoke in a clown outfit.) You will, however, be
judged by the quality of your writing, so keep the following tips in mind:
◦ Always check for spelling and grammar errors
◦ Know what you're talking about and state it clearly
◦ Be pleasant and polite
Rule 6: Share expert knowledge
The Internet offers its users many benefits; one is the ease in which information can be shared or accessed and in fact, this
"information sharing" capability is one of the reasons the Internet was founded. So in the spirit of the Internet's "founding fathers,"
share what you know! When you post a question and receive intelligent answers, share the results with others. Are you an expert
at something? Post resources and references about your subject matter. Recently expanded your knowledge about a subject that
might be of interest to others? Share that as well.
Rule 7: Help keep flame wars under control
What is meant by "flaming" and "flame wars?" "Flaming is what people do when they express a strongly held opinion without
holding back any emotion." (Shea, 1994). As an example, think of the kinds of passionate comments you might read on a sports
blog. While "flaming" is not necessarily forbidden in virtual communication, "flame wars," when two or three people exchange
angry posts between one another, must be controlled or the camaraderie of the group could be compromised. Don't feed the
flames; extinguish them by guiding the discussion back to a more productive direction.
Rule 8: Respect other people's privacy
Depending on what you are reading in the virtual world, be it an online class discussion forum, Facebook page, or an email, you
may be exposed to some private or personal information that needs to be handled with care. Perhaps someone is sharing some
medical news about a loved one or discussing a situation at work. What do you think would happen if this information "got into
the wrong hands?" Embarrassment? Hurt feelings? Loss of a job? Just as you expect others to respect your privacy, so should you
respect the privacy of others. Be sure to err on the side of caution when deciding to discuss or not to discuss virtual
communication.
Rule 9: Don't abuse your power
Just like in face-to-face situations, there are people in cyberspace who have more "power" than others. They have more expertise
in technology or they have years of experience in a particular skill or subject matter. Maybe it's you who possess all of this
knowledge and power! Just remember: knowing more than others do or having more power than others may have does not give
you the right to take advantage of anyone. Think of Rule 1: Remember the human.
Rule 10: Be forgiving of other people's mistakes
Not everyone has the same amount of experience working in the virtual world. And not everyone knows the rules of netiquette. At
some point, you will see a stupid question, read an unnecessarily long response, or encounter misspelled words; when this
happens, practice kindness and forgiveness as you would hope someone would do if you had committed the same offense. If it's a
minor "offense," you might want to let it slide. If you feel compelled to respond to a mistake, do so in a private email rather than a
public forum.

Simply put, Netiquette reminds you to respect and protect your own privacy, as well as others’. You must “self-reflect
before you self-reveal” (Common Sense Education). In practicing the rules of Netiquette, you must consider being
careful in managing your virtual self and digital footprints, as well as being mindful of data privacy.Virtual Self is how
you present yourself on online platforms. Whatever you say or do on the Internet can be viewed and others can easily
pass judgment without even knowing who you are outside the virtual environment.

Digital footprint is any data record of the things you do online. Anything on the Internet with your name
creates a trail of data about you. This could be information in your personal website, any activity in social
media, your browsing history, online subscription, and the like. Because of this, you must be vigilant in
sharing personal information to avoid potential dangers such sharing may pose. There had been viral videos
with private or sensitive content because their owners could have been careless with their digital footprint.
Your digital footprint can remain on the Internet for life.

12 Tips for Students to Manage their Digital Footprints

Be kind, helpful, and understanding
Use privacy settings
Keep a list of accounts
Don’t overshare
Use a password keeper
Google yourself

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Monitor linking accounts

Consider using an anonymous secondary email
At least skim the terms and conditions
Know that sending is like publishing–forever
Understand that searches are social
Use digital tools to manage your digital footprint

Data Privacy
Not only virtual self and digital footprint are incorporated in netiquette. Respecting and managing data
privacy is also a responsible behavior on the Internet. The respect should be mutual between the media user
and the producer. Data privacy or the fundamental right of an individual to protect private information from
disclosure to information and communication systems is under Republic Act No. 10173 or the Data Privacy
Act of 2012. If precautionary measures are not observed in sharing personal information, your online
security can be compromised.

Digital Divide
As part of being mannerly towards others online, it is also helpful to know that not everyone has the same
access to high-speed internet, or even so, regular digital access, or advanced digital knowledge so we are
called to be understanding, helpful, and polite to the digitally disadvantaged. This digital inequality or gap
between groups in terms of knowledge, usage, and access to ICT due to circumstances like location, income,
and age is called Digital Divide.

D. COMPUTER ADDICTION AND CYBERBULLYING

With the growing industry of digital media, many media users have become vulnerable to improper use of
the Internet. Computer addiction and cyberbullying are not only local problems but they are globally
prevalent. These issues may come as a result of an intention, or a habit that has gone worse. If not addressed,
these issues could distress one’s health and relationships.

Computer Addiction/ Cyber Addiction

A study by Hootsuite and WeareSocial in 2019 finds that the Philippines ranks as
the most internet-addicted country (Zulueta, 2019). The world internet usage
index lists the Philippines’ average time spent on the Internet as 10 hours a day.
So, how do we know if we have addiction? Computer Addiction is the
“overdependence or a damaging need to do something on computer or internet”
(E-Learning Guide on Media and Information Literacy). Its impact could be
linked to sleep deprivation, anxiety and even depression. Setting a limit and
immersing yourself with outside activity can obviate addiction. Remember,
anything beyond moderation is not good. To put it simply, learning to properly use digital resources is
responsible internet behavior.

Cyberbullying
According to UNICEF Poll in September 2019, one in every three young
people in 30 countries has reported being a victim of online bullying
(UNICEF, 2019). Cyberbullying is the use of digital means of
communication that could hurt or harass a person. Examples of this are
sending hurtful texts or SNS messages, posting embarrassing photos or
videos, and spreading mean or malicious rumors online. Such act or acts
comprise cyberbullying if the offender does them intentionally and
repeatedly, and should be addressed at once.You must always protect your
mental health. If cyberbullying happens to you, do not be afraid to seek
help and defend yourself.

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 Quarter 1

LESSON
7
OPPORTUNITIES, CHALLENGES AND THREATS IN MEDIA AND INFORMATION

LEARNING COMPETENCIES

• cite an example of an issue showing the power of media and information to affect change (MIL11/12OCP – lllh25)

A. Opportunities, Challenges and Threats in Media and Information

Do you ever wonder what makes technology in business, education and other sectors so important? The answer to this question is
evident – technology saves time and effort, and most importantly, it improves communication. Technology refers to the knowledge
and utilization of tools, techniques, and systems to serve a bigger purpose like solving problems or making life easier and better.
Technology, particularly the use of internet, is vital in achieving any business goal as it renders every transaction / activity
efficient, i.e;, achieving maximum productivity with minimum wasted resources.
Media and information literacy, an essential component of the Senior High School Curriculum, fosters equitable access to
information and knowledge, which, in turn, open up opportunities. It is a field that deals with the effects of various mass media.
Media and information are a powerful voice of the people to express feelings and thoughts. People nowadays are already media
and information literate, but to engage in a digital society, one needs to be able to use these tools, and inquire, understand,
communicate, and think critically.

Modern professionals, students and adults use online materials to gather the needed information for any
research work. The Internet has made research work easier. Is this a sign of progress? Some would say that
the use of technology is not always a sign of progress. For them, the use of traditional methods such as
government documents, minutes of the meeting, journalistic writings, eyewitness accounts and other
information sources is more effective than the use of modern technology specifically the “internet”.
UNESCO recognizes that the internet holds enormous potential for development. It provides an
unprecedented volume of resources for information and knowledge that opens up new opportunities and
challenges for expression and participation. The principle of freedom of expression and human rights must
apply not only to traditional media but also to the internet and all types of emerging media platforms, which
will contribute to development, democracy and dialogue. Digitalization and the accessibility of information
through a wide range of devices have enormously increased the information resources available to people.
The internet provides numerous and diverse opportunities towards attaining our goals and objectives in life.
It has positive effects in education and in economic growth. For example, online marketing has become vital
to business success, as it has a wider audience reach. A wider audience reach leads to increased product
awareness, which, in turn, results in higher sales. In education, the use of technology is vital. It makes
information sharing convenient. In addition, educators use it to supplement lessons and to conduct online
classes.

• Opportunities
Online Shopping. Through online shopping and by using a web browser, consumers can directly buy
goods over the internet. Consumers may visit the website of the retailer directly or search alternative
vendors’ websites using a shopping search engine.
Citizen Journalism. It is the collection, dissemination and analysis of news and information by the
general public, especially by means of internet.
Online Education. With internet connection, anyone can earn a degree without having to attend face-to-
face class sessions.

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• Challenges
Age-inappropriate content. With the unabated spread of media, one has to be very careful about access.
There is a wealth of information one can gain from the Internet, but there is also content that is unfit for
children and young people like pornography and violence.
Illegal content. The Internet has also been, and continues to be, used by unscrupulous people to further
their illegal activities, like human trafficking, the use of force, force, fraud, or coercion to obtain a
commercial sex act or labor, and child pornography. Some groups also use the internet to further the
ideas of racism and discrimination.
Privacy invasion and identity theft. Data posted on the Internet may be accessed and used for illegal
activities. Personal information may be willing shared as pictures or text on social media or
inadvertently given by users as part of such offerings as games or surveys. It is important for users to be
aware of the risks before they decide to share their personal data. A way to get sensitive personal
information is phishing. It is the fraudulent attempt to obtain sensitive information such as username,
passwords and credit card details by disguising oneself as a trustworthy entity in an electronic
communication.

• Threats and Risks of Media and Information

It is stated in the Philippine Constitution that each person has the right to freedom of opinion and
expression. This right includes freedom to hold and express opinions without interference and to seek,
receive and impart information and ideas through any media and regardless of frontiers.
With this right, we can negotiate, chat, and express our opinions and ideas, provided that we show
respect to persons whose opinions differ from ours. Showing respect means listening to others as they
explain their respective sides and trying to understand their perspective and why. We do not have to
agree with them. Instead of dismissing them, we can engage them in a discussion and avoid being
aggressive. We can disagree peacefully.
Furthermore, this simply tells us that we should never abuse and misuse our freedom of speech. Always
remember that an opinion is a self-report of feelings or personal judgement accompanied by
responsibility of thought.
These are some laws against the abuse and misuse of media and information, which violate the rights of
others and threaten them in some ways.
1. Libel / Slander
A person commits libel if he/she, with malice, publishes a false statement that is damaging to another
person’s reputation, office, trade, business or means of livelihood. n the Philippine constitution, libel is a
violation of Article 355 of the Revised Penal Code. As stated in this article, libel can be committed in
the form of writing, printing, and other similar means. If the hurtful statement is spoken, the statement is
slander.
General example of libel/slander: Spreading false rumors about someone having an extra-marital affair,
damaging the person’s reputation.
2. Piracy
Piracy refers to the unauthorized duplication of copyrighted content that is then sold at substantially
lower prices in the black market. It is illegal under the Cybercrime Law, which states that acquiring any

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digital copy of any copyrighted material is punishable by fine from Php 200,000 to Php 500,000 and six
to twenty years in prison. The Intellectual Property Code and the Anti–Camcording Law were
previously in place to combat piracy in the country.
Piracy is a form of theft as it takes away from the producers and artists the rightful compensation due
them such as patent/royalty fees, product sales revenues, etc . In 2011, the Washington-based office of
the US Trade Representative (USTR) as one of the world’s listed Quiapo in Manila among the 21 most
“notorious markets” for pirated and counterfeit goods. It was removed from the list in 2012, but over the
years, piracy has proliferated via the Internet, aided mainly by the ease of access to technology.
3. Cybercrime Law
The Cybercrime Prevention Act of 2012 (Republic Act No. 10175) covers all other online anomalies
such as identity theft, child pornography, data misuse, cybersquatting and other computer-related and
internet facilitated practices. This law became controversial in 2012-2013 since it also criminalizes libel
in the online world, limiting certain exercises of freedom of expression.

B. Education, Economic, Social and Political Aspects and Influences of Media and
Information Literacy
• Media Innovation
What is innovation? It is the process of developing a new method or process or product that better
serves existing uses or start to serve a previously unidentified need. When we talk about media
innovation, it includes the change in several aspects of the media landscape – from the development of
new media platforms to new business models, to new ways of producing media texts changes in other
areas such as education, society, economy and politics.
Over time, there are always areas for improvement and advancement in media. Innovation in media
would mean new media associated with telephones and communications, computers and internet, virtual
worlds, website games, human- computer interface, computer animation and other related media
improvements and advancements.

• Influence of Media on Education

Nowadays, media plays a crucial role in strengthening society as it helps us to know the current societal
issues not only locally but also globally. It also enhances the teaching and learning processes inside the
four walls of the classrooms. Media comes in different forms and each form affects the way people learn
and interpret information.
Some platforms can be employed to reinforce concepts and spark discussions, such as short films,
written articles, blog postings, and other digital media. Teachers can use modern technology, such as an
interactive Smart Board, to deliver the lessons and activities. However, a piece of chalk, blackboard,
Manila paper and other non-digital or non-interactive interactive instruments like CDs and DVDs can
still be used to aid teachers in conducting lessons if the resources are limited.
Various media can be used in the classrooms to hone critical thinking and problem-solving skills. For
instance, a teacher can start and facilitate a discussion on an opinion article in a blog, asking students
whether they agree on the position taken by the author and why / why not. Indeed, media’s power
should be harnessed to educate people – enlightening people’s minds and training people to form
opinions and find solutions to societal problems.

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• Influence on Society
Media’s power appears unstoppable. Almost everyone is exposed to countless media images,
advertisements, magazines, etc. With the advent of social media like Facebook, Instagram, Messenger,
Twitter, email and the like, we are connected in ways that were not possible before. The communication
line is always open. Because of these, necessary societal interactions, camaraderie, and development of
friendships are facilitated.
The way we now deal with people with different personalities, opinions, and ideas, the way we access
information about human life, relationships, education, careers, entertainment, and others, and the way
we do business to promote products and services online are all conducted with modern media. These
interactions are very different from before, when the most prominent forms of media were magazines,
newspapers and books.

• Economic Influence
The new media has made it possible for any individual to offer products and services online. The
various media platforms are a means to augment people’s income. It is indeed true that the new media
affect the economic progress and stability of the country.
Innovation in media has likewise created new online jobs opportunities such as tutorials in various
subjects, airline booking, art selling, product reviews on YouTube, blogging, photography and other IT
related jobs.
Social media was once an expensive platform for businesses to advertise their products/services. But
nowadays, any media-literate person and business entity can set up his / her/ its own brand to reach
people and sell products and services easily.

• Political Influence
With the wider internet reach in the Philippines and the corresponding increase in Filipino social media users,
political individuals and parties and government agencies have realized the effectiveness and power of social
media platforms in terms of public communication.
Digital Diplomacy, also called E-diplomacy or Digi diplomacy is a government’s use of social media and
information technology to communicate to the public, especially foreign public. Foreign ministries, embassies
and other government agencies have social media accounts especially on Twitter and Facebook.
Spreading information through social media enables to directly send messages quickly and cost-effectively to the
target audiences, without convening a press conference or sending a press release to news agencies. Because of
this, people now have greater participation on issues facing the country and the world.
People have become informed about the subjects they need or want. Through media reports focusing on the
government programs, activities, and issues, the public is informed about the political affairs and functions of the
country.
Not all media effects are positive. One of the current issues about social media on political affairs is the spread of
fake news, both locally and abroad. The difficulty of confirming whether social media news reports are true has
led to the abuse of the medium by interest groups who share half-truths or outright lies, which has led Facebook
and Twitter to remove fake accounts and purveyors of untruths.

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 Quarter 2

LESSON
8
MASSIVE OPEN ONLINE COURSE (MOOC)

LEARNING COMPETENCIES

• describe the impact of massive open on-line

You might not know it, but when your parents were younger, information was much harder, and more expensive, to
come by. For information on a wide variety of topics, one had to consult an encyclopedia, a multi-volume
collection of books with alphabetically arranged topics. For word meanings, one used a dictionary which could
be pocket-sized and concise or massive and comprehensive. For more complete information on a subject, there
were textbooks and trade books. Except textbooks, which were widely available wherever they were required in
school, these sources of information were mostly seen in public and private libraries.
The information contained in books were relatively stable, that is, they do not change much over time, and new
editions may not come for years. For new findings from academic research, one read journal publications and
similar periodicals, which were available in university libraries. But, to keep abreast of current affairs, one read
newspapers, listened to radio, or watched television.
The 21st century has brought many technological advancements that led to the development of the different
modes of transmitting and getting information. Products of technology have also resulted in a paradigm shift in
the field of education – from the traditional use of printed information such as books, journals, magazines,
encyclopedia and dictionary to using their digital or online versions. Now, information may also be gathered
from reliable and credible websites and how-to videos on YouTube, all found using search engines such as
Google, Yahoo, and Bing. The use of technology has also influenced the behavior of people towards choosing the
format and path of getting information, shifting from the traditional classroom set-up to online-based learning,
thus, making it easier to gain knowledge anytime and anywhere.

MOOC is an acronym for “Massive Open Online Course”. The word “massive” means large number or
amount, “open”means accessible to all, “online” means connected to or available through a system, and
“course” means the act of moving in a path from point to point. Therefore, MOOC refers to a route or
pattern of getting a content or information available through an online system that can be accessed by many
people. MOOC is also described as a pattern for providing learning information or content online to any
person who needs to take up a course with no limit on attendance.

MOOCs are asynchronous web-based courses geared towards enabling several hundreds of students all over
the world to enroll and learn from top world-renowned academic institutions at the same time. MOOCs
deliver content via recorded video lectures, online readings, and online assessments, with various degrees of
student- student and student-instructor interactions. Many MOOC-providers offer free courses, which entice
more people to enroll. There are MOOCs that provide certificates of completion to the students; however,
most of them do not count for college credit. The concept of MOOC was invented in 2008 by Dave Cormier,
from the University of Prince Edward Island, for a course offered by the University of Manitoba,
"Connectivism and Connective Knowledge”.

The learning material or video content used in an MOOC is created by an educational institution, usually a
university or a college that offers such programs. The organization and administration operation of an
MOOC are coordinated by active MOOC platforms (e.g. Coursera and edX). MOOCs were created from the
idea of covering an entire university course online and thereby making it accessible to everyone in the
world. The intent was to "democratize" educational content from elite universities.

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Two Main Types of Massive Open Online Course (MOOC)

1. xMOOCs
xMOOC stands for eXtended MOOC. xMOOCs are based on traditional university
course structures and make use of established teaching approaches and materials. Students will watch pre-
recorded lectures, complete required readings, and participate
in discussions as produced and managed by a course instructor or an instructional team from a higher
education institution. These are typically self-contained and rarely utilize content external to the main
content delivery and learning platform.

2. cMOOCs
cMOOC stands for Connectivist MOOC. cMOOCs are based on the connectivist learning model that favors
collaboration among learners as a form of active learning. Students in cMOOC work together to locate,
evaluate, and contribute to the course content by uploading materials in the form of tweets, blog posts, wikis
and others, to the course using the learning platform. A cMOOC instructor or instructional team facilitates
learning by finalizing, aggregating, and assessing the students’ contributions to the course.

The following table illustrates the conceptual differences between cMOOCs and XMOOCs.

Advantages of Massive Open Online Course (MOOC)

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Advantages of Massive Open Online Course (MOOC)

1. Relax requirements – MOOC can be taken by anyone who is interested in the subject matter and able to access the
course, regardless of age, background, or location.
2. Video format availability - Teaching in a modern video format (not just texts like those that you’d find in other e-
learning courses).
3. Accessibility- learning content from top universities like Harvard, Stanford, etc. can be opened through online
format.
4. Repetition- an MOOC will often run two or three times a year, ensuring that students would not miss their chance.
5. High quality- MOOCs are led by subject matter experts (SMEs) and supported by teaching assistants, so that
students have access to first-rate educational resources.
6. Feasibility- an MOOC usually requires 1-2 hours of study a week for about 5 weeks, making learning doable even
for busy students.
7. Self-paced- an MOOC enables students to work through the course materials and assessments at their own pace.
8. Online collaboration- learners across the globe work together on common goals without the need to meet each
other in person.

What are some MOOC platforms?

There are already thousands of MOOCs from countless providers worldwide. Here are the top MOOC
platforms.

a. Coursera has over 20 million learners/participants. Courses were created by the universities of Stanford,
Princeton, Yale, London, Munich, Zurich, and many more.
b. EdX has around 10 million learners/participants. Courses were created from Harvard, MIT, Berkeley, and
Oxford, among others.
c. Udacity is created as an MOOC platform at Stanford.Now mostly programming courses in cooperation
with industry partners such as Google, Facebook, or Daimler. Course topics include artificial intelligence
and self-driving cars.
d. FutureLearn is MOOC platform (UK-based) which includes various British and European universities.
Courses offered are shorter in duration compared to others.

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 Quarter 2

LESSON
9
MEDIA AND INFORMATION LITERATE INDIVIDUAL

LEARNING COMPETENCIES

• Discuss the implication of media and information to an individual and the society.

What is the impact to you when you are using different media platforms? In this lesson, you will be gaining knowledge
on the basic media and information which can be beneficial to an individual. Literacy in using different media
platforms would help you utilize its purpose.

Implication of Media and Information

Media and information literate individuals have the ability to find, evaluate, and use reliable information, and
communicate it through various formats and media. Such literacy is important for learning, making sound decisions
and solving problems. The following are some of its effects on the individual and society:

Personal
• It improves the quality of life.
• Communication has been made easier.
• Information has become widely accessible.
• Conducting research has become more convenient
• Long-distance communication between family members have become possible through video calls or instant messaging.
• It provides entertainment through various cable channels and internet access.

Political
• It generates greater political participation.
• In the fields of public service, the media and the government have a long-standing relationship.
• Media keep the public and even the government informed on what is happening in the country, helping both sectors make
political decisions.
• Through media reports of government activities and issues, the public are informed of the political affairs in the country and are
further encouraged to take a more active role in the government.

Economic
• It promotes economic opportunities.
• The new media have made it possible for ordinary individuals to offer their materials for consumption, whether free or paid.
• YouTube, a free video host, is also an advertising medium. Advertisers pay to display their ads with the videos. YouTube then
pays video contributors if their videos get enough views or if their channels have a high subscriber rate.
• It creates new job opportunities. For example, new positions like social media managers or multimedia specialists are now in-
demand. Likewise, programmers for various platforms can easily find projects or permanent jobs. More specialized jobs lead to
higher pay and therefore result in a better economy.

Educational
• Media and information literacy improves learning environment through different interactive media platforms.
• Reinvention of learning modalities makes knowledge accessible to more people.
• Information can be easily accessed and assessed, thus, making studying convenient for students.
• Learning resources can be easily improvised and customized to suit the aptitudes of different types of learners.

Social
• Media and information-literate individuals form groups that are said to be more cohesive units than those formed by people
who are not, creating a bond that does not only have relational implications but also create social impact.
• People are being connected in ways that were not possible before.
• Media and information literate people would rarely, if ever, fall victim to fake news and consequently react to it in a way that
would destroy social relationship.
• It allows people to develop camaraderie and interaction.
• Different social networks sites like Facebook and Instagram can be used to build support groups engaging in different
advocacies.

Professional
• It builds professional networks.
• Looking and applying for a job becomes easy by checking different websites.
• Job hunting becomes convenient for applicants who can share their personal profiles and other credentials to prospected
companies.
• An individual can conveniently work from home through the use of different media.
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 Quarter 2

LESSON
10
TEXT INFORMATION AND MEDIA

LEARNING COMPETENCIES

• describe the different dimensions of text information and media.

• comprehend how text information and media are formally and informally produced, organized, and disseminated.
• evaluate the reliability and validity of text information and media and their sources using selection criteria.
• produce and evaluate a creative text-based presentation using design principle and elements.

What catches your attention when reading a story or an article? Most people would look at the text because of its
content. While some will look at the visuals accompanying the text if there is any. In this lesson, you will be learning
how text information can be an effective form of media and how it can be used and applied for you to communicate
effectively.

Text information can be writer in script using the Roman alphabet or a different script that is appropriate to
the language of the reader. Text information or textual information can be written in the language most
appropriate to the reader. For example, Japanese, Chinese, and Korean textbooks are using their own
language.

Creators of Text Information

Readers are influenced and persuaded by the power of written words. A reputable and well-organized
material or written work is a collective effort between writers and members of the editorial team. Below are
the several kinds of writers.

1. Author – someone who writes books, stories, or articles on different kinds of topics. However, there
is a difference in the focus of their writing. Usually, an author writes stories or articles that are lengthy,
like a novel. They are also connected to scholarly works, such as general reference materials or a
textbooks. An author is someone whose work has already been published.

2. Writer – a writer is more associated with writing literary works like poems and short stories. A writer
is usually a person who writes stories or articles
as an occupation, like a journalist, blogger or screenwriter.

3. Contributor – Like a writer, the contributor spends time writing articles about topics that are of
particular interest. Contributors can only submit articles depending on the theme or space available.
Most writers work full time in a publication or publishing companies but some work as freelance writers
or contributors. A freelance writer is self-employed and is not
connected to a specific publication or company.

4. Columnist – someone who writes and shares his opinion, insights, and
commentaries about social or political issues. In a newspaper or a magazine, articles written by
columnists appear on a regular basis. Even though columnists are free to express their opinion, they
must abide by the professional code of ethics for journalists. This means that columnists should avoid
using and making biased and derogatory remarks.

5. Blogger – a blogger is someone who writes personal opinions on topics or issues that interest them.
Their work can be seen and read in online journals or websites. Rather than writing a column for a

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magazine or a newspaper, a blogger shares their insights, ideas, reflections, experiences, and activities
through a blog entry.

6. Editor – someone who coordinates with the author or writer in planning, reviewing, and revising
content for publication. In addition, an editor’s task is to coordinate with the layout artists to ensure that
all corrections are carried out from start to end. The editor also gives the final say to the final content of
the written text.

7. Publisher – someone who is responsible for preparing, acquiring, and managing a publication. The
publisher works with a team of writers, authors, and layout artists and decides on the type and theme of
the material to be published.

Classifications of Text Information

The different sources of text information was presented in the previous section. Print media, such as books,
newspapers, and magazines contain various information. Text information is classified into two: fiction and
nonfiction.
1. Fiction – This refers to stories that are products of the writer’s imagination. Fairy tales, mythologies,
and legends are examples of fiction texts. Most works of fiction are considered as forms of literature.
2. Nonfiction – Text information is classified as nonfiction if it is based on facts and reality. Examples
of nonfiction works are biographies, news, and scientific researches. Text information like these are
often present in textbooks, encyclopedias, periodicals, and journals.

How Text Information is Produced

Text information is produced through the following steps:
1. The writer selects a topic or an issue worth writing about.
2. The writer does a thorough gathering of information about the topic.
3. The writer constructs an outline of the topic and composes the draft.
4. The writer goes back to the draft and develops it into a full text.
5. The writer turns in the article to the editor or publisher.

For articles in newspapers or magazines, the editor decides whether the material is worthy of publication,
based on the quality of the material and the publication house’s style and theme.
For manuscripts written for possible publication as a textbook or novel, the publisher usually has a team of
reviewers who checks the quality of the manuscripts in terms of content and genre. If the manuscript gets the
approval of the screening committee, it is forwarded to the editorial department and later endorsed for
printing.

Assessing and Evaluating Text Information

The following criteria should be considered in assessing and evaluating text information.
1. Accuracy and Factuality. Text information should be precise and must be based on facts. It should
be thoroughly researched and the data should be based on valid findings.
2. Objectivity. Text information should not contain any biases, prejudice, or discrimination. If the
material contains information favoring any side side or groups, each must be discussed fairly and
exhaustively.
3. Language appropriateness. The level and kind of language should be appropriate for the target
audience or readers.
4. Curriculum alignment. The textbook material should be consistent with the curriculum and
international standards prescribed.

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5. Style and Format. Most books are based on the Chicago Manual of Style (CMOS) when it comes to
all editorial concerns like capitalization, punctuation, and citation. On the other hand, academic papers
follow the American Psychological Association (APA) Style. Newspapers follow a particular house
style, depending on the news agency to which they belong.

Advantages of Text Information

❖ Text information covers a wide variety of topics.
❖ One can access text information easily.
❖ It is well-researched and comprehensively discussed.

Limitations of Text Information

❖ The book should be updated regularly to ensure accuracy and timeliness.
❖ Text information can be lengthy, making it difficult or tiresome to read.

Text as Visual
a. The representation or style of a text in the digital formal is called a typeface.
b. A typeface, (also referred as font, font type, or type) is usually composed of alphabets, numbers,
punctuation marks, symbols and other special characters.
c. Different emotions and meanings are expressed when various font types are used. In case there is an
absence of images and drawings, the easiest way to communicate to people is through text.

Types of Typefaces
• Serif
One common form of a typeface is called serif. It pertains to a short line at the top or bottom of some
styles of printed letters. This kind of typeface entails familiarity and readability in large amounts of
texts. Some publications such as books, newspapers, magazines, and researches normally use serif
typeface for the body of the text. Serif fonts are also used to achieve a classic and elegant look in
publications.
Examples: Times New Roman, Garamond, Baskerville

• Sans Serif
A typeface which does not contain serif in the letters is called sans serif. This typeface conveys a clean
and minimalist look to the text. To express clear and straightforward meaning of the text, road signages,
building directories, and nutrition facts in food packaging use this typeface. Moreover, sans serif fonts
are mainly used in designing web pages to achieve a modern style look.
Examples: Arial, Helvetica, Tahoma, Verdana, Calibri

• Slab Serif
A heavy and solid look to the text is expressed by slab serif. Usually, large advertising signs on
billboards use the slab serif typeface.
Examples: Rockwell, Playbill, Blackoak

• Script
The brush-like strokes of the script typeface draws people’s attention to it. The reason behid why this
font must be used sparingly must be given. Most formal events such as weddings or evening charity
balls use the script typeface.
Examples: Edwardian, Vladimir, Kunstler

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• Decorative
Display or decorative typeface are artistic and eye-catching since it can show a wide variety of emotions
(such as happiness, fear, horror, etc.) or decorative fonts also cater to various themes (such as
spaceships, carnivals, holidays, seasons, kiddie, etc.)
Examples: Chiller, Jokerman, Curlz MT

Design Principles and Elements

1. Emphasis – pertains to the force or intensity of expression which contributes to the importance or
vivid impression to something. To do this, a text can be enlarged, be bold or italicized, darkened or
lightened, or underlined.

2. Appropriateness – refers to how suitable or appropriate the text is for the target audience, intention or
purpose, or event. The selection criteria (tone, style, purpose, clarity) should be followed in the creation
of text-based content. The discussion of font characteristics must be considered when choosing the
typefaces to be used in an output. Large bodies of text must use fonts which are readable and clear.

3. Proximity – refers to the distance of text elements from each other. Things that are closely related
should be brought together. Otherwise, text elements should be placed far from each other. For example,
the placements of the main title and subtitle are usually close to each other.

4. Alignment – refers to the proper positioning or state of adjustment of parts in relation to each other
(Merriam-Webster Dictionary). The text positioned in the page can be left, right, center or justified.

5. Organization – refers to the act or process of organizing various elements of text in a page. Although
elements of text are sorted away from each other (based on the principle of proximity), the organization
sees to it that somehow, they are still connected with the rest of the elements in the page.
6. Repetition – the unity of the entire design and consistency of elements are the concerns of repetition.
The repetition of some typefaces within the page are encouraged. However, when various typefaces are
used on a page, it might result in distraction and failure to communicate the content of the text.

7. Contrast – refers to the degree of difference between things having similar or comparable natures
(Merriam-Webster Dictionary). Visual interest in text elements is generated by contrast. Contrast can be
achieved when we combine the following elements like: large fonts with small fonts, serif and sans
serif, thin and thick elements, and warm and cool colors.

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 Quarter 2

LESSON
10
VISUAL INFORMATION AND MEDIA

LEARNING COMPETENCIES

• describe the different dimensions of visual information and media.

• comprehend how visual information and media are formally and informally produced, organized, and disseminated.
• evaluate the reliability and validity of visual information and media and their sources using selection criteria.
• produce and evaluate a creative visual-based presentation using design principle and elements.

You get attracted to a person’s work because of their visual interpretation. While you may encounter visual media,
which may be at times challenging to interpret, it should not stop you from finding out the meaning behind the
elements incorporated in the product. In this lesson, you will be learning how visual information can be an effective
form of media and how it can be used according to its primary purposes: to gain attention, to create meaning, and to
facilitate retention.

Visual information is the artistic or creative representation or interpretation of an idea, concept, or

emotion using different media.

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.
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.
5. Visual design elements – the building blocks or basic units in the construction of a visual image.
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.
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 of
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 to
elicit emotions from viewers. Color may be warm, cool, or neutral. It plays a major role in our visual
perception, as it influences our reactions of the world around us. It is therefore important to create color
palettes that will evoke the appropriate audience reactions.
f. Form – a figure having volume and thickness. An illusion of a 3-dimensional object can be implied through
the use of light and shading. Form can be viewed from many angles.

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The Design Principles are:

a. Consistency of margins, typeface, typestyle, and colors is necessary, especially in slide presentations or
documents that are more than one page.
b. 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 achieved by contrast of
values, more colors, and placement in the format.
c. 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.
d. Harmony – brings together a composition with similar units. For example, if your composition is using
wavy lines and organic shapes, you should consistently use these types of lines and not put in just one
geometric shape.
e. 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.
f. 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.
g. Rhythm – a movement in which some elements recur regularly. Like a dance, it will have a flow of
objects that will seem like the beat of music.
h. Perspective – this is created through the arrangement of objects in two-dimensional space to look like
what they appear in real life. Perspective is a learned meaning of the relationship between different objects
seen in space.

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 Quarter 2

LESSON
11
AUDIO INFORMATION AND MEDIA

LEARNING COMPETENCIES

• describe the different dimensions of audio information and media.

• comprehend how audio information and media are formally and informally produced, organized, and disseminated.
• evaluate the reliability and validity of audio information and media and their sources using selection criteria.
• produce and evaluate a creative audio-based presentation using design principle and elements.

Have you ever listened to a radio drama? Most of the time, people tune in to this type of radio program because of the
story. But there is more to the story that they narrate and the characters who put life to the story: it is how the sound
designers insert background music perfectly and use sound effects appropriately. In this lesson, you will be learning
how audio information can be an influential form of media and how it can be used and applied for you to learn and
absorb ideas and concepts better.

Audio Information and Media Audio

Audio is defined as anything connected to sound, specifically when received, recorded, transferred, or
duplicated (HarperCollins, n.d.). It is anything related to the documentation and transmission of sound
(Cambridge University, n.d.). Audio is one of the resources of media and information, along with text,
visual, and motion.

Audio Media and Audio Information

Audio Media refers to the media communication that uses audio equipment to report, document, and deliver
information through the means of sound. It may also refer to audio formats such as analog tape cassettes,
digital compact discs, and computer files containing audio. On the other hand, audio information is the file
or sound created and transferred by using high fidelity waves that are heard through certain audio tools.

Types and Categories of Audio Information

There are several types of audio file:

• Radio Broadcast – the act of sending a live or recorded audio through radio waves meant for a large
group of listeners
• Music – an artistic form of auditory communication incorporating instrumental or vocal tones in a
structured and continuous manner
• Sound Recording – the encoding of any sound from the surroundings; the act or procedure of making
a record of a certain sound (Merriam-Webster, n.d.)
• Sound Clip/Sound Effect – the sound, aside from dialogue and music, artificially made to create an
effect in a movie, play, or other broadcast production (Oxford University, n.d.)
• Audio Podcast – an episodic series of digital audio or video file or recording that can be downloaded
by a user from a website to a media player or computer to listen

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Ways of storing audio files:

• Tape – a magnetic tape sound recording format on which sound can be documented
• Compact Disc – a plastic-fabricated, circular tool on which audio, video, and other digital
information is recorded, stored, and played back
• USB Flash Drive - an external hard disk drive, small enough to fit on a keychain, that can be plugged
into the computer’s USB port
• Memory Card – a small, flat flash drive used to save data such as audio files, pictures, texts, and
videos for use on small, portable, or remote computing devices
• Computer Hard Drive – a secondary data storage device for saving digital data
• Internet/Cloud – a wide network of remote servers in the internet meant to operate as storage and
retrieval of audio files and other computer data

Audio file formats:

• MP3 (MPEG Audio Layer 3) - a coding format for consumer audio, as well as a mean of sound
sequence compression for the transmission and playback of music on most digital audio players
• M4A/AAC (MPEG-4 Audio/Advanced Audio Coding) - a file extension for lossy digital audio
compression
• WAV (Waveform Audio File Format) - the Microsoft audio file format standard used for the storage
of digital audio data on personal computers
• WMA (Windows Media Audio) - a file extension developed by Microsoft and used with Windows
Media Player

Characteristics of a Sound
The following are the characteristics of sound:

• Volume- the force of a sound

• Tone - the musical or vocal sound of a definite quality (Merriam-Webster, n.d.)
• Pitch-the degree of highness or lowness of a sound (Oxford University, n.d.)
• Loudness- the feature of a sound that determines the degree of the auditory sensation produced

Purposes of Using Sounds or Audio Media

Audio media have a vital role when it comes to the teaching and learning process. Some learners are
auditory learners. These are learners who better understand lessons by listening to the content and concepts
that they need to grasp. This is the reason why it is important to use audio media along with text and visual
media since these will make the lessons more motivating for learners. The following are some of the
purposes of using sounds or audio media in facilitating learning:

- These enable the learners to listen to the ideas and views of the experts and other reliable people;
- These allow learners to listen to learning materials, like speeches;
- These serve as alternative guides for the learners when they are doing their tasks, such as
experiments; and
- These grant the learners audio files of important past events or sounds from the settings that the
learners cannot personally visit.

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Elements and Principles of Sound Design

Nowadays, sound is an essential part of any movie, play, or broadcast production. A well-created soundtrack makes
the audience enjoy any dramatic presentation. Therefore, it is a must for us to know the elements and principles of
sound design. It is important to get an understanding of what makes up an entire production soundtrack.

Sound Design is the vivid use of sound during a production in connection to the images and contents of the
story to create an emotional response.

Elements of sound design or the elements that one must work with to produce soundtracks:

• Dialogue–a composition in the form of conversation between two people

• Sound Effect - the sound, aside from dialogue and music, artificially made to create an effect in a
movie, play, or broadcast production (Oxford University, n.d.)
• Music - an instrumental or a vocal sound that conveys emotions and ideas in significant forms through
the elements of color, harmony, melody, and rhythm
• Silence–the complete absence of noise or sound

Aside from these elements that one must work with in creating a soundtrack, principles of sound design, or
the audio techniques for merging the various elements or objects of sound design, should also be
considered:

• Mixing – the balance, combination, and control of numerous sound elements

• Pace – the editing and the time control of sound design; it has numerous categories:
- Linear – the sounds that are permanent, used once, and will be in the same place
- Non-Linear – the sounds that are much more open in comparison to linear sounds
- Multi-Linear - both linear and non-linear

• Transition – the process of getting from one element or fragment of sound design to another; it has
various types:
- Segue – an uninterrupted movement from one piece of music to another
- Cross-Fade – the smooth transition of a sound between two side by side audio files on the same track
- V-Fade – a switch from one volume level to another softer or louder level
- Fade to Black – a type of V-Fade which has some silence between the elements of sound design

• Stereo Imaging - the feature of sound documentation and duplication

concerning the supposed spatial locations of the sound sources, both sideways and in depth.

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LESSON
12
MOTION INFORMATION AND MEDIA

LEARNING COMPETENCIES

• describe the different dimensions of motion information and media.

• comprehend how motion information and media are formally and informally produced, organized, and disseminated.
• evaluate the reliability and validity of motion information and media and their sources using selection criteria.
• produce and evaluate a creative motion-based presentation using design principle and elements.

Have you ever tried to make a flipbook? If yes, I can firmly say that you had an amazing childhood life. If not, it is
alright. It is never too late to try. If you have no idea of what a flipbook is, it is a book with a series of graphics or
images that differ from one page to another. It is one of the earliest forms of animation. However, though it is ancient
in comparison to other motion-based media, the primary principles of a flipbook are still useful in producing
commercials, films, television shows, or any motion-based media presentation. In this lesson, you will be learning
everything about motion information and media and its importance.

Motion, Motion Media, and Motion Information

There is no universally adopted definition for the term “motion media.” Nevertheless, the very idea relies on
the definition of its first word, which is motion. Motion is described as the act or process of moving or being
moved (Oxford University, n.d.). It is the action of constantly moving from one place to the next or
changing position (HarperCollins, n.d.). Therefore, motion media can be defined as a media communication
that provides the presence of spatial movement of texts and images. Practically, these are visual media.
Aside from that, motion media are considered as collections of images and footages. These media are
combined with other media, such as text and audio, to produce multimedia. Motion Information, otherwise,
is the file or clip that is created using motion media. Occasionally, it is utilized as a support to the visual
tracking of a certain thing or object.

In motion media, every graphic or image is a frame. Through rendering, or the act of displaying
consecutively various frames per second, motion is produced. For one to have a smooth animation, one must
have 24 frames or more per second. This series of frames or graphics follows a sequence to create a story or
a message. This sequence is called a storyboard. It represents the shots planned for a commercial, film, or
television show (Oxford University, n.d.).

Characteristics of Motion Media

Here are some characteristics of motion media:

• These transfer messages to many people

• These deliver the same message to the audience at once
• These represent messages that are typically indifferent and temporary
• These are multi-sensory
• These are formal, influential channels of communication
• These are contributors in behavior and attitude alteration
• These discuss some important issues, persons, organizations, or social movements

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Production of Motion Media

Motion media can be produced in two ways: Informal and Formal. Informally produced motion media are
created by people just for personal consumption. In contrast, formally produced motion media are made by
professionals, such as film directors, who follow the standard of the industry when it comes to the
refinement and creation of motion media.

The formal production of motion media includes the succeeding steps:

- Generating of storyboard
- Scriptwriting and dialogue recording
- Sketching for animation; Acting and shooting for video
- Adding background music and background details
- Rendering

Formats of Motion Media

There are numerous widely accepted formats of motion media:

- Film – a series of moving graphics or images, with accompanying of a recorded sound

- Television – a telecommunication system for transmitting and receiving visual images and sounds that are
reproduced on screens (Oxford University, n.d.)
- Interactive Video – a kind of digital video that involves the user’s interaction and participation
- Others (such as Internet and Mobile Phone)

Sources of Motion Media

The following are some sources of motion media:

- Internet - a universal computer network that delivers a variety of information and communication facilities
- Film and Television Studios - a place where films, television shows, and broadcast productions are produced
Broadcast Channels - a terrestrial frequency or computer-generated number over which a broadcast station or
broadcast network is disseminated
- Video Channels - an account on an online media sharing or streaming service from which one can create media
content, such as videos, accessible to other people who are also using the service
- Library - a building or room that contains collections of books, periodicals, and sometimes movies and recorded
audio for people to read, borrow, or refer to

Basic Methods on Determining the Credibility of Motion Media

For us to know the trustworthiness of a motion-based media presentation, we must discuss the basic methods on
determining the credibility of motion media:

- Validity of the information – we need to know if the information was peer- reviewed and provable
- Source – we need to identify the types of source used to generate the information; we also need to determine if the
video was an actual footage of the event or a mere representation of the information learned about it
- Relationship of the author to the event – we need to learn if the author has first-hand knowledge about the event
- Technical methods of detecting tampered/fake video:
• Video smoothness
• Lighting coverage matches
• Scale and size consistent - scale refers to the size of an object in relation to another object

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Advantages of Motion Media

• These provide better mastery of processes

• These display the procedures in detail and in sequence
• These allow for harmless observation
• These capture motion in a manner that can be viewed over and over
• These allow recreation of the scenes, history, events, and phenomena
• These contribute in molding personal and social attitudes
• These provide problem-solving skills for the viewers
• These promote cultural understanding and appreciation
• These establish harmony among the people with different cultural backgrounds

Limitations of Motion Media

If there are advantages of motion media, there are also limitations. Here are the several limitations of motion media:

• These cannot be interrupted by the viewers

• These are, at times, unsuitable for other topics that are presented best using stagnant pictures
• These are subject to misinterpretation, especially for younger audiences who lack maturity
• These are oftentimes more expensive than other forms of visual media

Elements and Principles of Motion Design

Motion is a vital part of any commercial, film, or television show. It is significant because the movement of the
combination of texts and images or pictures delivers an effective message to the viewers. A well-crafted motion makes
the audience appreciate any motion-based media presentation. This is the main reason why it is significant to know the
elements and principles of motion design.
Motion Design is a discipline that applies the principles of graphic design to filmmaking and video production
through utilization of animation and visual effects.

The following are the elements of motion design or the things that a person must work with to create a motion:

• Speed – highlights the tone of the movement; The two types are:
- Fast Movement–provides alertness and escalating emotions
- Slow Movement- indicates weariness, seriousness, or sorrow
• Direction – specifies a movement from one route to another; refer to the growth or shrinkage of an object or thing
• Motion Path - refers to the spatial movement that a thing or an animated object will take; displays the change in
direction of a certain movement
• Timing – is used to explain or strengthen the message or the event; it has two kinds:
- Objective Timing - can be measured in seconds, minutes, hours, days, etc.
- Subjective Timing- is psychologically experienced or felt

Aside from the objects that a person must work with in producing a certain motion, principles of motion design, or the
motion techniques for merging the various elements or objects of motion design, should also be studied:

- Speed, direction, and timing should portray natural laws of physics.

- Timing influences recall.
- Transitions are utilized to shift between scenes.
- Sound and color enhance depth and purpose to a certain movement.
- Cartooning one’s image and text offers dynamic movement. This can be easily done by the following movements:
stretching, rotating, and squashing.
- Blurring can be used in several ways. In animation, blurring gives the illusion of fast movement. In videos, blurring
is frequently used to censor confidential information or sensitive content.

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 Quarter 2

LESSON
13
MANIPULATIVE INFORMATION AND MEDIA

LEARNING COMPETENCIES

• describe the different dimensions of manipulative information and media.

• comprehend how manipulative information and media are formally and informally produced,organized & disseminated.
• evaluate the reliability and validity of manipulative information and media and their sources using selection criteria.
• produce and evaluate a creative manipulative-based presentation using design principle and elements.

Have you ever read fake news? Or have you ever bought a product because your idol celebrity endorses it? Maybe, you have also
experienced going to a shop and buying an item in a ‘Buy One, Take One’ promo? Companies use different strategies to attract
consumers like us, leading us to eventually buy the products they produce. In this lesson, you will learn about the different types of
manipulative information and media which can help you identify its reliability and validity based on its sources.

Manipulative Information and Media

In the previous activity, you decoded the important terms that you will encounter in this lesson. Here, you
will be able to have a depth of understanding of manipulative information and media. This refers to the
materials, programs, applications, and the like that we can use to formulate new information.

Dimensions of Manipulative Information and Media

A. Definition, Characteristics and Sources

Manipulate means to handle, manage, or influence something or someone skillfully. Although to manipulate
may be used to create order, it can also be done unfairly which will only favor one side. Meanwhile,
information is quite a broad term. Information can cover data, knowledge derived from different studies,
experiences, or instructions and even signals or symbols.

Information sources can come from virtually anywhere. These are in the form of books, journals, magazines,
and even through personal experiences expressed in blogs, videos, webpages, and many more. So, imagine
just how information can be easily accessed by someone anytime and anywhere. We all know that one of the
most influential users and moderators of information is the media.

The media world often uses information to describe knowledge of specific events or situations that has been
collected or perceived through communication, intelligence, or news. Therefore, manipulative information is
the type of information that can be handled, managed, or influenced by something or someone skillfully for
the advantage or disadvantage of something or someone.

Nowadays, the term ‘media’ comes in many forms. Media is defined as the combination of physical objects
used for communication or mass communication through physical objects (such as radio, television,
computers, or film). It can also be the means of communication or a group of people working together in the
field of radio and television broadcasting, newspapers, magazines, and/or the Internet, that reaches or
influences people widely. Media, as it is supposed to be, are sources of credible information wherein
contents are provided through an editorial process determined by journalistic values attributed to an
organization or a legal person.

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We know that the people’s perception of reality can be shaped based on what they read, hear, or watch
through the various media platforms and technologies. That is why some firms use media manipulation to
satisfy their clients.

Media manipulation is the strategy used by advertising or marketing firms to manipulate information in
favor of a client who wants to promote their product or service. Through media manipulation, a firm can
create an image or argument which will favor their client using propaganda techniques and suppression of
information which can widely influence the people.

Various research agreed that TV advertisements have a positive influence on the consumer’s buying
behavior. So, some firms use manipulative information to convince the consumers to buy the product of their
client. Some of these firms are:
1. Marketing firm or Ad Agency. They generate sales of goods and services and directly contribute to the
company's profitability. They usually offer services like creating, planning, and handling different forms
of advertisements to promote their clients and their clients’ products and services.

2. Public Relations (PR) firm. They coordinate relationships through the media with various publicities in
order to gain public acceptance and approval of the client's activities, including its sales activities. They
intend to change the public’s action by influencing their opinions.

B. FORMAT AND TYPES

Manipulative information and media can be formally and informally produced, organized, and disseminated
through different types and formats. To better understand how advertising and public relations firms
manipulate information, we must understand the perspective of a viewer and/or a consumer.
Recall the times you have watched a TV commercial and became persuaded to buy a certain product, and/or
the times you believed in fake news found on the internet. Those are examples of media manipulation.

The following are the different kinds of media manipulation:

1. Consumer confusion
Consumer confusion is the state of mind of the consumers during purchasing products that leads them to
having lack of confidence towards their purchasing decision. This can even lead to incorrect purchasing
decisions. This is a result of having too many of the same products in the market. Some sellers become
creative with their packaging so it stands out. Meanwhile, some try to attract the consumers with different
kinds of promotions which confuses the customers.

Example: In a grocery store, there are various promotions for each kind of product between the two different
brands. Usually, consumers are confused as to which one they should buy.
• Two brands of detergent: ‘Buy One, Take One’ or ‘Buy One, Get One Free’
• Two brands of shampoo: ‘Buy 10 plus 1’ or ‘Buy 10 plus free mug’ promo

2. Crowd manipulation
Crowd manipulation is the intentional use of principles and techniques of crowd psychology. This is used by
advertising firms to engage, control, and/or influence the desires of the consumers to make them believe that
there is a great demand for the product being advertised.

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Example strategies used by advertising firms for crowd manipulation:

• Hired random people would attest to the efficacy of the product.
• False survey results or testimonies to convince the consumers the benefits of the product.

3. Propaganda
It is the information or idea that an advertising firm can release using different forms of media which can
help the image of their client and adversely affect the image of its opponent.
Example: Showing the charity work done by the client while exposing the opponent’s slush funds.

4. Gatekeeping
Gatekeeping is the type of manipulation where information is being filtered for dissemination (whether for
publication, broadcasting, the Internet, or some other mode of communication). The public is informed with
only a portion of the truth for different kinds of purposes.
Example:
• During a gas leak accident in a condominium, only few casualties are mentioned to protect the
owner of the condominium.
• During a terrorist attack, the strategy of the soldiers to rescue the hostages are not disclosed to the
public for security and protection purposes.

5. Celebrity endorsements
This is the use of celebrities as endorsers of a certain product or services who will attest to its effectiveness
and good quality.
Example:
• Kris Aquino, “The Queen of all Media”, was named top celebrity endorser by YES! Magazine
because of her credibility and gift of gab. She endorses a lot of products and services which
includes brands of bakeshop, textiles, juices, canned goods, shampoo, telecom, feminine wash and
many more.

6. Hoax
This is use of manipulative information which intends to deceive or defraud the public.
Example:
• In 2015, Peter Onneken and Diana Löbl, a pair of documentary filmmakers from Germany, and
John Bohannon, a biologist and science journalist based at Harvard, tricked millions of people into
believing chocolate could help them lose weight.

7. Psychological manipulation
This is used by advertising agencies which aim to influence and affect the public’s belief, emotions, motives
and/or reasoning towards a certain product, service, or situation.
Example:
• An advertising agency highlights the slimming components of a juice product thus creating a
higher demand for that product with slimming components and the premise that being slim is
better.

8. Fear mongering or scaremongering

It is the dissemination of frightening and exaggerated rumors of an imminent danger or the tactic of
purposely and needlessly aiming to instill fear to the public.

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Example:
• If the news exaggerated that the power of Abu Sayyaf penetrated Luzon and risks planting bombs
in malls, there would be a decline of people going to malls and even other public places.

C. ADVANTAGES AND LIMITATIONS

- Advantages of Manipulative Information

• It can boost the image of a person, product, or services.
• It can filter the information that would be disseminated to the public.
• It can provide a sense of control and order when it comes to the kind and amount of information to
be publicized.

- Limitations of Manipulative Information

• It can be biased and/or subjective to protect the image of a person, product, or services.
• It can mislead the facts and conceal sensitive issues.
• It can hide the truth that the public has the rights to know.

D. VALUE OF MANIPULATIVE INFORMATION & MEDIA

To manipulate is an action that immediately connotes something negative, but what have you acquired
during the lessons? Should we classify all manipulative information as negative and/or harmful? Can people
still benefit from manipulative information?
At this moment, you should be able to use some selection criteria to evaluate the reliability and validity of
manipulative information and media and its sources. You can identify whether a manipulative data is good
or bad based on:

1. Motive or purpose.
It is important to identify the cause or the purpose why a particular group employed it.
Example:
• A general infomercial was released to inform the public regarding disaster-preparedness in case a
disaster like flood or earthquake happens. (Good motive or purpose)
• A TV commercial was released to create a good image to a political candidate and to convince the
public to vote for them even if they do not have the integrity and good intentions to run for
position. (Bad motive or purpose)

2. Degree of influence or impact.

It is the extent on how the manipulation of information can produce effects on the actions, behavior and/or
opinions of the public. Some advertising and public relations firms engage in manipulation to increase the
degree of influence or impact to the public.
Example:
• If the general infomercial released for disaster preparedness is misinterpreted, the public might
panic which will produce a negative impact despite the good motive or purpose.
• Some commercials, like those involving cigarettes and liquor, can influence people to consume
things that could be potentially dangerous to their health. It can also influence young people to try
it too.

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 Quarter 2

LESSON
14
MULTIMEDIA INFORMATION AND MEDIA

LEARNING COMPETENCIES

• describe the different dimensions of multimedia information and media.

• comprehend how multimedia information and media are formally and informally produced,organized & disseminated.
• evaluate the reliability and validity of multimedia information and media and their sources using selection criteria.
• produce and evaluate a creative multimedia-based presentation using design principle and elements.

If you would be tasked to prepare for a presentation that will be performed or delivered inside the classroom, before a
live audience, how will you prepare it in a manner that you will not bore your classmates/audience? Would you choose
a plain discussion method, or will you use a multimedia presentation instead?

Multimedia Information and Media

How many multimedia icons have you identified? If you have identified most of them, it means you are
exposed to different forms of multimedia. In this lesson, you will have a deeper understanding of the
different types and forms of multimedia, characteristics, uses, advantages and limitations, and how you will
be evaluating its validity and reliability.

Multimedia of today can be defined as the seamless digital integration of text, graphics, animation, audio,
still images and motion video in a way that provides individual users with high levels of control and
interaction. Presenting information in the form of multimedia can be more interesting because it can be
delivered in different modes. We call this a multimedia presentation.

A multimedia presentation can incorporate images to make a visual impact on viewers and/or insert video
clips to appeal to both visual and auditory senses.

Type of Multimedia Presentation

As of today, there are many different kinds of multimedia tools which you can use to organize information
into a more appealing and interesting presentation.

1. Slideshow Presentation
It is a presentation of photographic slides or
electronic images projected on a surface or
displayed on a screen one after another as a
series. It is usually made using software
programs such as Microsoft Office PowerPoint
Presentation (PPT) where the user can present
text information with images, audio, and video
clips.

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Aside from PowerPoint Presentation, there are other software programs where slideshows can be created
made such as:

Google Slides - for presentations that allow Zoho Show - for built-in broadcasting tools to
online collaboration stream presentations

Canva - for creative presentations using different

Prezi - for non-linear and animated presentations
templates

Evernote Presentation Mode-a presentation

made from notes.

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2. Audio Visual Presentations

These are electronic presentations that contain both sound and visual
components, such as slide-tape presentations, films, television
programs, and live theater productions.

3. Overhead Projector (OHP)

An Overhead Projector or OHP is like a film or a slide projector
which uses light to project an enlarged image on a screen. In an
OHP, the source of the image is usually a page-sized sheet of
transparent plastic film where the image to be projected is
printed, hand-written or drawn on the transparent plastic film.
with the image to be projected which can either be printed,
hand-written, or drawn. A presentation using an OHP can only
be used to display text and/or images.

4. Smart Board
An interactive whiteboard where you can input or navigate
information through touch detection. Since it has touchscreen
features, you can navigate the information displayed on the smart
board using a mouse or just your fingertips.

Characteristics of Multimedia Information

The multimedia of today can be a combination of text, graphics, animation, audio, still images and/or
motion video. Thus, multimedia information has different characteristics such as:

• Electronic or digital. A multimedia presentation can be prepared and delivered electronically or

digitally through various computer applications, software, and/or online tools.

• Interactive. A multimedia presentation is interactive since it stimulates the visual and auditory
sense of the audience. Actions such as voice command, text entry, mouse manipulation, touch
screen, screenshot and/or video capture make the multimedia presentation interactive.

• Dynamic. A multimedia presentation is said to be dynamic since it can be played, projected,

recorded, and/or accessed using different kinds of technology and computer applications. The
combination of visual graphics and/or images with sound effects and/or background music make a
presentation more dynamic.

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Different Uses of Multimedia

You can see various forms of multimedia not only on the internet, but also in public places. If you go to
hotels, train stations, shopping malls, museums, and grocery stores, you will see kiosks, digital bulletins,
AVP presentations and so on. Different fields of specializations also use multimedia for different purposes.

Field of Specialization Use of Multimedia

Education Gamification of lessons, engaging classroom lectures, online learning

Entertainment Movies and animation

Industry Presentation of products/services, Marketing, Advertising

Medicine Surgery simulations, medical presentations

Users of Multimedia Presentation

Some of the people who widely use multimedia presentations are:
• Teachers or Lecturers – to present lessons and appeal to the student’s visual and auditory senses.
• Motivational or Public Speakers – to present, inform, influence, motivate or entertain their audience.
• Salespeople – to display and showcase their offered products/services.

Evaluating and Rating Multimedia Information

Using multimedia presentations which include a combination of text, graphics, animation, audio, still
images and/or motion video, do not immediately guarantee that the message to be conveyed to the audience
is clear. The balance of information and entertainment must also be achieved when using a multimedia
presentation. The following are important things to consider as an audience in assessing multimedia
information:

1. Content. The content of a multimedia presentation may vary depending on the setting of the
presentation. For instance, a multimedia presentation in a biology class with the topic on
photosynthesis must contain both text and visual information. An animation video will also be
helpful for the students to visualize the processes in photosynthesis.
2. Purpose or application. The purpose or application of a multimedia presentation can be diverse.
For example, an audio-visual presentation (AVP) to be shown in a wedding reception should match
the mood of the occasion. The AVP should include elements of text, images, and/or video clips to
make it more appealing to the audience.
3. Manner of presentation. A multimedia presentation can be presented in various ways. It can be
done through a slideshow presentation or an audio- visual presentation. The following factors should
be used in rating a multimedia presentation:

• Audience. One of the factors that must be considered in selecting your target audience
is their age. Based on research the age of a person can affect its attention span (the
average attention span of an adult can last about 20 minutes while a younger person
usually has less) and presentation preference. Some audience may prefer presentations
that are informative, direct, and with graphical representations while others may prefer
it to be more broad, entertaining, and so on.

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• Topic. The type of presentation must be aligned with the topic to make an effective and
effective presentation. For example, if the topic is about the sales of the company, the
audience expects a presentation that includes pictures, charts, and graphs.

• Resources. The availability of resources is a factor in preparing presentations. For

instance, if schools do not have enough budget to purchase smart boards and LCD
projectors, the teachers would use their LED/LCD TVs for playing music, slideshows,
and videos as alternatives.

Advantages of Multimedia Information

• It presents the information in a more organized and in an interesting manner.

• It empowers and supplements the speaker for a more dynamic and more interactive lecture.

• It makes information easier to understand since it is presented in a creative manner.

Limitations of Multimedia Information

• If it presents too much information, it can overwhelm the audience.

• It can cause the speaker to become too dependent on the technology.

• Most multimedia tools require a power source. Therefore, the lack of electricity or drained batteries
can jeopardize the delivery of the information.

• It takes a lot of time and effort to conceptualize, plan, and organize an effective presentation. If the
time given to prepare one is too short, for example, a day or two before the actual presentation, the
quality of the
information and presentation might be compromise

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