SHS
Media and Information
Literacy
Grade 12
Republic Act 8293, section 176 states that: No copyright shall
subsist in any work of the Government of the Philippines. However, prior
approval of the government agency or office wherein the work is created
shall be necessary for exploitation of such work for profit. Such agency
or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos,
brand names, trademarks, etc.) included in this book are owned by their
respective copyright holders. Every effort has been exerted to locate and
seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim
ownership over them.
This module was carefully examined and revised in accordance with the
standards prescribed by the DepEd Region 4A and Curriculum and Learning
Management Division CALABARZON . All parts and sections of the module are
assured not to have violated any rules stated in the Intellectual Property Rights
for learning standards.
The Editors
PIVOT 4A CALABARZON
Media and Information Literacy
Grade 12
Regional Office Management and Development Team: Job S. Zape, Jr.,
Fe M. Ong-Ongowan, Lhovie A. Cauilan, Eugene Ray F. Santos
Schools Division Office Management Team: Gemma Cortez, Rosemarie Blando,
Leylanie V. Adao, August Jamora, Rhessie M. Ambion, Hazel Angelyn E. Tesoro
Media and Information Literacy Grade 12
PIVOT IV-A Learner’s Material
Quarter 1, Version 1
First Edition, 2020
Published by: Department of Education Region IV-A CALABARZON
Regional Director: Wilfredo E. Cabral
Assistant Regional Director: Ruth L. Fuentes
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Guide in Using PIVOT Learner’s Material
For the Parents/Guardian
This module aims to assist you, dear parents, guardians, or
siblings of the learners, to understand how materials and activities
are used in the new normal. It is designed to provide the information,
activities, and new learning that learners need to work on.
Activities presented in this module are based on the Most
Essential Learning Competencies (MELCs) for Media and Information
Literacy as prescribed by the Department of Education.
Further, this learning resource hopes to engage the learners in
guided and independent learning activities at their own pace and
time. Furthermore, this also aims to help learners acquire the needed
21st century skills while taking into consideration their needs and
circumstances.
You are expected to assist the child in the tasks and ensure the
learner’s mastery of the subject matter. Be reminded that learners
have to answer all the activities in their own notebook.
For the Learners
The module is designed to suit your needs and interests using
the IDEA instructional process. This will help you attain the
prescribed grade-level knowledge, skills, attitude, and values at your
own pace outside the normal classroom setting.
The module is composed of different types of activities that are
arranged according to graduated levels of difficulty—from simple to
complex. You are expected to answer all activities on separate
sheets of paper and submit the outputs to your respective teachers
on the time and date agreed upon.
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PARTS OF PIVOT LEARNER’S MATERIAL
Parts of the LM
Introduction
What I need to
know
Development
What is new
What I know
What is in
What is it
Engagement
What is more
What I can do
Assimilation
What else I can
do
What I
learned
have
What I
achieve
can
Description
The teacher utilizes appropriate strategies in presenting
the MELC and desired learning outcomes for the day
or week, purpose of the lesson, core content and
relevant samples. This allows teachers to maximize
learners awareness of their own knowledge as regards
content and skills required for the lesson
The teacher presents activities, tasks , contents of
value and interest to the learners. This shall expose the
learners on what he/she knew, what he /she does not
know and what she/he wanted to know and learn.
Most of the activities and tasks must simply and
directly revolve around the concepts to develop and
master the skills or the MELC.
The teacher allows the learners to be engaged in
various tasks and opportunities in building their KSA’s
to meaningfully connect their learnings after doing the
tasks in the D. This part exposes the learner to real life
situations /tasks that shall ignite his/ her interests to
meet the expectation, make their performance
satisfactory or produce a product or performance
which lead him/ her to understand fully the skills and
concepts .
The teacher brings the learners to a process where
they shall demonstrate ideas, interpretation, mindset or
values and create pieces of information that will form
part of their knowledge in reflecting, relating or using it
effectively in any situation
or context. This part
encourages learners in creating conceptual structures
giving them the avenue to integrate new and old
learnings.
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Introduction to Media
and Information Literacy
WEEK
1
I
Lesson
Welcome to Media and Information Literacy (MIL)!
Our topic today embodies essential knowledge that should allow you to
engage with media and information channels in a meaningful manner. At the end
of this lesson, you should be able to describe how communication is influenced by
media and information; identify the similarities and differences of media literacy,
information literacy, and technology literacy; and discuss responsible use of media
and information.
Learning Task 1: Think of the past week, and record your use and interaction
with media and information providers such as the internet, social media, TV,
radio, newspaper, etc. Indicate how many hours you spent with each one. These
do not have to be exact and you can estimate the number of hours you spend each
week. Write your answers in your notebook.
Sample
Time Spent
A. Internet
1 hour, 30 minutes
B. Television
2 hours
C. Social Media
3 hours
D. Radio
15 minutes
E. Newspaper
5 minutes
Gather reaction from your parents and siblings about how you usually
spend most of your time. Note also their perception on the roles of media in daily
life (e.g. leisure, learning, communication, etc.)?
Learning Task 2: We are now living in the 21st Century where people are
dependent on technology. Imagine waking up one day without internet, libraries,
and cell phones. Newspapers, magazines, radio stations and TV channels have
also disappeared. Answer the questions below in your notebook.
1. How would you be informed of anything now?
2. What ways would you have to communicate with one another?
3. How would you share information and communicate news and events?
4. What would happen with the decisions you usually make?
5. How would it affect the way you live?
6. What would you personally miss most in such situation?
7. What would society miss in this situation?
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D
Learning Task 3: Study the images below and answer the questions in your
notebook.
1. Do you believe that these news items are true? How did you know they
are true/false?
2. Are all news and information in the internet true? Why or why not?
3. Who gets to post news items online? Expound.
The following are definitions of concepts related to Media and Information
Literacy:

Literacy is the ability to identify, understand, interpret, create, communicate
and compute using printed and written materials associated with varying
contexts. Literacy involves a continuum of learning wherein individuals are
able to achieve their goals, develop their knowledge and potential, and
participate fully in their community and wider society.

Media is the physical objects used to communicate with, or the mass
communication through physical objects such as radio, television, computers,
film, etc. It also refers to any physical object used to communicate messages.

Media Literacy is the ability to access, analyze, evaluate and create media in a
variety of forms. It aims to empower citizens by providing them with the
competencies (knowledge and skills) necessary to engage with traditional
media and new technologies.

Information is a broad term that covers processed data, knowledge derived
from study, experience, instruction, signals or symbols.

Information Literacy is the ability to recognize when information is needed,
and locate, evaluate and communicate information in its various formats.

Technology Literacy is the ability of an individual, either working
independently or with others, to responsibly, appropriately and effectively use
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technological tools. Using these tools, an individual can access, manage,
integrate, evaluate, create and communicate information.

Media and Information Literacy refers to essential skills and competencies
that allow individuals to engage with media and other information providers
effectively, as well as develop critical thinking and life-long learning skills to
socialize and become active citizens.
Learning Task 4: Now that you are already familiar with the definition of
literacies, create a Venn diagram that illustrates your understanding of the
concepts below in terms of use and purpose. Do this in your notebook.
E
Learning Task 5: Imagine yourself as a journalist. You were tasked to write an
article. Accomplish the media and information design framework for this article by
answering the matrix below. Answer the essential question that follow. Do this in
your notebook.
Essential Question: How did the guide questions help you as a journalist?
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A
Learning Task 6: Do the activities below in your notebook.
1. Create an acrostic poem that describes an individual who is media and
information literate. You may use as many letters to form your key word.
See the sample acrostic below.
Sample acrostic poem taken from ExtraEssay. (n.d.). fbnotify.top — Coming Soon.
Retrieved September 6, 2020, from https://fbnotify.top/rbessay/
2. Create a comic strip that shows the activities/habits that you practice to
demonstrate responsible use of media and information. Make sure to use
speech and thought balloons as well. Do this in your notebook
Scene 1
Scene 2
Scene 3
Scene 4
Scene 5
Scene 6
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The Evolution of Traditional
to New Media
WEEK
2
I
Lesson
Good day, learners! Our lesson for today focuses on the evolution of
traditional to new media. At the end of this lesson, you should be able to explain
how the evolution of media from traditional to new media shaped the values and
norms of people and society and make a timeline or historical record of your
interaction with and exposure to traditional and new media. Enjoy!
Learning Task 1: Study the picture of the maiden voyage or sinking of RMS
(Royal Mail Ship) Titanic. Answer the following questions in your notebook:
By Willy Stöwer, died on 31st May 1931 - Magazine Die Gartenlaube, en:Die Gartenlaube and de:Die
Gartenlaube, Public Domain, https://commons.wikimedia.org/w/index.php?curid=97646
1. What is the famous world event that happened on April 14, 1912?
2. If the Titanic sank somewhere in the Atlantic Ocean, how do you think the
news reached people in England and New York at that time?”
3. If the Titanic sank today, in what format would people receive or read the
news?
D
Take a look at the timetables shown in the succeeding pages. Trace the early
beginnings of media and information throughout history and how it has evolved
over the years.
The photos that you will see were taken from a Sutori presentation by Ms.
Ann Rosenin Aranas found online.
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The Evolution of Media through Ages
1. Pre-Industrial Age (Before 1700's)
In the
developments:
Pre-Industrial
Age,
people
had
discovered

creating fire

making paper out of plants

forging weapons and tools with stone, bronze, copper and iron
the
following
Source: Aranas, A. R. (n.d.). The Evolution of Media through Ages. Sutori. Retrieved https://www.sutori.com/story/the-evolutionof-media-through-ages--6cGWXTpGatuEoZQGqwvCjnY2
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2. Industrial Age (1700s-1930s)
The Industrial Age is when people discovered the following:

using power steam,

developing machine tools,

establishing iron production,

manufacturing various products, and

publishing books through printing press.
Source: Aranas, A. R. (n.d.). The Evolution of Media through Ages. Sutori. Retrieved https://www.sutori.com/story/the-evolutionof-media-through-ages--6cGWXTpGatuEoZQGqwvCjnY2
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3. Electronic Age (1930s-1980s)
In the Electronic Age, people paved way for the following developments:

inventing the transistor

harnessing the power of transistors that led to the invention of:


transistor radio

electronic circuits

early computers
improvement of the efficiency of the long distance communication
Source:
Aranas, A. R. (n.d.). The Evolution of Media through Ages. Sutori. Retrieved https://www.sutori.com/story/theevolution-of-media-through-ages--6cGWXTpGatuEoZQGqwvCjnY2
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4. Information Age (1900s-2000s)
The era where we now live in, the Information Age, is when the Internet has
opened more opportunities for faster, real-time communication, including the
advent of social network.
Technology users have enjoyed the benefits of microelectronics with the
invention of the following:

personal computers,

mobile devices, and

wearable technology.
Moreover, digitization of voice, images, sound and data is prevalent in this
age with the help of technology advancements and artificial intelligence (AI).
Source: Aranas, A. R. (n.d.). The Evolution of Media through Ages. Sutori. Retrieved https://www.sutori.com/story/the-evolutionof-media-through-ages--6cGWXTpGatuEoZQGqwvCjnY2
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Learning Task 2: Complete the table with necessary information. Do this in your
notebook.
Learning Task 3: Below is a timetable created by Ms. Shania Sambaan available
online via website named Timetoast. Analyze the content of the timetable and
share your insights about it. Write your 50-word insight in your notebook.
Source: Sambaan, S. (2007). The evolution of media in the Philippines timeline. Timetoast. Retrieved https://www.timetoast.com/
timelines/the-evolution-of-media-in-the-philippines-2a6e8df1-0455-4873-b9ea-1da1a1b0ea56
E
Learning Task 4: In your notebook, create a timeline of your exposure to
traditional and new media. For each item, include a short description and
personal insight.
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A
Learning Task 5: Fill in the blanks with the correct terminology. Choose your
answers from the word bank. Write your answers in your notebook.
Word Bank
telegraph,
radio and
telephones
computer and
the internet
machines
oral language
electronic age
1. During prehistoric times, the medium of communication was primarily
through ____________.
2. The Industrial Age started in England and other European countries in the
18th century. This period started the shift from agricultural and handicraft
economy to one that is dominated by _____________.
3. In the Industrial Age, communication channels like _____________ were
developed.
4. The ______________ made great contribution in the development of radio,
television, films and telephone as media of communication.
5. In the Information Age, the ______________ become part of the everyday life of
an individual.
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Types of Media:
Print, Broadcast and New Media
WEEK
3
I
Good day, learners! Today, you will learn about the different types of media
such as print, broadcast and new media. Specifically, you will be able to compare
and contrast how one particular issue or news is presented through the different
types of media (print, broadcast and new media); and study various media
formats, such as books, newspaper, television, YouTube, magazines, social
network, radio, mimeography, newsletter, cellphone, journals and film/movie.
Learning Task 1: In your notebook, classify the given terms based on their
corresponding columns using the table below.
books
newspaper
social network
television
radio
cellphone
Print
YouTube
mimeography
journals
Broadcast
magazines
newsletter
film/movie.
New Media
D
Types of Media
The different types of media are print, broadcast and new media.
Print
Printing was discovered by the Chinese but Europeans and other countries
contributed to the present technology in printing. Printing covers books,
newspaper, magazines, comics, journals, textiles, plates, wallpaper, packaging
and billboards.
Broadcast
More than a century after films were developed, audience are now amazed
with the action and creative movements provided by films which are highlighted
in Science fiction and action movies.
Television, on the other hand, has also gone a long way providing the latest
news, both local and international in real time while the news is happening.
Radio is more popular in rural areas because there are battery-operated
radios that people can be carried to the field to listen to news, music and radio
dramas.
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New Media (Internet)
Internet is a global system of interconnected computer networks that use
the standard Internet Protocol Suite (TCOP/IP) to serve billions of users
worldwide. It is a network of networks consists of millions of private, public,
academic, business and government networks of local to global scope that are
linked by a broad array of electronic and optical networking technologies.
In this age, print media is still important for contracts and other business
transactions. Radio is still an important part of media, especially during power
shortage, as there are available batteries to operate the radio. Television is still a
popular form of media for entertainment especially with the availability of cable
TV.
All these, print, radio, television and films can now be accessible through
the internet. The new media provides convenience and speed for people to quickly
do business transactions, enjoy entertainment, conduct research and
communicate using the internet.
Media Convergence

the co-existence of traditional and new media

the co-existence of print media, broadcast media (radio and television), the
internet, mobile phones, as well as others, allowing media content to flow
across various platforms

the ability to transform different kinds of media into digital code, accessible by
a range of devices (ex. from the personal computer to the mobile phone)
creating a digital communication environment
Learning Task 2: Think/Recall a controversial issue or news that has been
featured in print, broadcast and new media. Complete the matrix with (1) the title
of the news or issue and (2) its source. Write your answers in your notebook.
Issue/
News
Books
Magazines
Radio
TV
Film/Movie
Songs
Internet
Others
E
Learning Task 3: Draw an infographic showing how different media affect and
impact your everyday life. Write your answers in your notebook. Your output
will be evaluated using the rubric found on the next page.
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A
Learning Task 4: Answer the following questions in your notebook:
1. Which form of media will you use to communicate with your friends and
your family? Why?
2. Why is television still a popular source of information?
3. How has new media affected your life?
4. What is the importance of new media in the different aspects of life?
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WEEK
4
Media and Information Sources
I
Good day, learners! Today, you will learn about different media and
information sources. You are expected to: demonstrate an ability to examine and
compare information from various sources in order to evaluate its reliability,
accuracy, authority, timeliness, and bias; determine the accuracy, reliability and
value of information by questioning the source of data, limitations of the
information gathering tools or strategies, and the rationale of the conclusions;
define indigenous media; and contrast indigenous media to the more common
sources of information such as library, internet, etc. Are you ready? Let’s go!
Learning Task 1: Revisit the news that you submitted in the previous lesson. Cite
the source of the news, your background about it and describe the type of
information that you got from the source. Answer the question that follows. Do
this in your notebook.
Newspaper
Magazine
Social media
Television
The Internet
:
:
:
:
:
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
What similarities and differences have you noticed between the information
in each source?
D

Reliability of Information. Information is said to be reliable if it can be
verified and evaluated. It also refers to the trustworthiness of the source in
evaluating the reliability of information.

Accuracy of Information. Accuracy refers to the closeness of the report to the
actual data. Measurement of accuracy varies, depending on the type of
information being evaluated. Forecasts are said to be accurate if the report is
similar to the actual data. Financial information is considered accurate if the
values are correct, properly classified, and presented

Value of Information. Information is said to be of value if it aids the user in
making or improving decisions.

Authority of the Source. Much of the information we gather daily do not come
from a primary source but are passed on through secondary sources such as
writers, reporters and the like. Sources with an established expertise on the
subject matter are considered as having sound authority on the subject.

Timeliness. Reliability, accuracy and value of information may vary based on
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the time it was produced or acquired. While a piece of information may have
been found accurate, reliable and valuable during the time it was produced, it
may become irrelevant and inaccurate with the passing of time (making it less
valuable). Other information may be timeless, proven to be the same in
reliability, accuracy and value throughout history.
Libraries
a. Types of libraries - Libraries are often classified in 4 groups, namely: academic,
public, school and special. These libraries may be either digital or physical in
form.
b. Skills in accessing information from libraries - Due to the wealth of information
in a library, it is important to know the following:
• the access tool to use
• how the information being accessed may be classified
• the depth of details required (i.e. some libraries provide only an abstract of the
topic)
• more detailed information requiring membership or some conformity to set
rules of the source (e.g. databases)
c. Characteristics of libraries in terms of reliability, accuracy and value
Libraries of published books are often considered highly reliable, accurate,
and valuable. Books and documents from dominant sources are often peer
reviewed. ISSN or ISBN registration ensures that standards were followed in
producing these materials.
The Internet
a. Information found on the internet
b. Characteristics of internet information in terms of reliability, accuracy, value,
timeliness and authority of the source
c. Realities of the Internet
d. Information found on the Internet may be quite varied in form and content.
Thus, it is more difficult to determine its reliability and accuracy. Accessing
information on the internet is easy but requires more discipline to check and
validate. Factual and fictitious data are often merged together. Sources always
have to be validated.
Skills in Determining the Reliability of Information
a. Check the author. The author’s willingness to be identified is a good indication
of reliability.
b. Check the date of publication or of update. While the information may be true,
it may not be reliable if it is outdated and may have lost relevance.
c. Check for citations. Reliable authors have the discipline of citing sources of
their information.
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d. Check the domain or owner of the site or page. The domains .edu and .gov are
reserved for academic institutions and the government, respectively.
Information from such sites are presented with caution and are usually
well-grounded. Site owners may have an agenda that affects the manner by
which information is presented.
e. Check the site design and the writing style. Credible sources take time to make
their information accessible and easy to comprehend.
Skills in Determining Accurate Information
a. Look for facts.
b. Cross-reference with other sources to check for consistency.
c. Determine the reason for writing and publishing the information. Check if the
author is objective or leaning heavily on a certain point of view.
d. Check for advertising. Advertisers may use related information to market their
product.
Alternative Media
a. Current popular alternative media
b. Rise of alternative media and information
c. Other alternative forms of communication and distribution have become
popular. These include social media, blogs and flash mob performances. These
alternative forms provide greater freedom and power to ordinary individuals and
are a quicker way of distributing information. The downside is that a lot of
information being passed around is biased and inaccurate.
Indigenous Media
• Indigenous means native, local, originating or produced naturally in a particular
region
• Indigenous knowledge is unique to a specific culture or society; it is not written
down.

Indigenous communication is the transmission of information through local
channels or forms. It is a means by which culture is preserved, handed down
and adapted.
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
• Indigenous media and information refers to the original information created
by a local group of people. This also refers to content about indigenous peoples
that may be distributed through dominant forms of media or through forms of
communication unique to their people group.
Importance of Indigenous Media and Information
• Popular media cannot reach some rural areas. While print, broadcast and new
media have a wide reach, there are still areas that these forms of media have not
reached.
• Indigenous media and information are highly credible because they are near the
source and are seldom circulated for profit.
• Indigenous media are channels for change, education and development because
of its direct access to local channels.
• Ignoring indigenous media and information can result in development and
education programs that are irrelevant and ineffective.
• Forms of indigenous media and their local examples:
a. folk or traditional media
b. gatherings and social organizations
c. direct observation
d. records (may be written, carved or oral)
e. oral instruction
Learning Task 2: Go back to the controversial piece of news or issue you used at
the start of the lesson and fill out the table below. Do this in your notebook.
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Learning Task 3: Using a mind mapping tool, discuss the concepts of indigenous
media and information. Start by defining keywords and connect them to other
terms. If new related ideas come to mind, write them and draw lines connecting to
other sub-ideas.
Learning Task 4: Create a Venn diagram in your notebook comparing and
contrasting indigenous media to more common sources of information such as
library and internet.
E
Learning Task 5: Interview your parents or elder siblings. Ask them the questions
below. Write their statements in your notebook.
1. What are your roles in the community?
2. What are the types of information you are responsible for, or the information
that you receive and pass on to the community?
3. How is the type of information that you handle helpful to the community?
4. In what ways does passing on this information help the community?
5. How do you know that the information you pass on is true?
6. What difficulties do you face in passing on this information to others?
7. Are these pieces of information available in popular media?
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A
Learning Task 6: Write True if the statement is correct and False if it says
otherwise. Do this in your notebook.
_____1.
Indigenous knowledge refers to knowledge that is unique to a specific
culture or society.
_____2.
Information is said to be accurate if it aids the user in making or
improving decisions.
_____3.
Libraries of published books are often considered highly reliable, accurate and valuable.
_____4.
Accessing information on the internet is easy, but requires more discipline to check and validate. Sources do not have to be validated.
_____5.
Information which is true is reliable even if it is outdated.
_____6.
Gathering and social organizations are forms of indigenous media.
_____7.
Indigenous communication is a means by which culture is preserved,
handed down and adapted.
_____8.
Indigenous media and information are highly credible because they are
near the source and are seldom circulated for profit.
_____9.
Cross-referencing with other sources to check for consistency is a way to
determine the timeliness of information.
_____10. Ignoring indigenous media and information can result in development
and education programs that are irrelevant and ineffective.
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WEEK
5
Disseminating Information
I
Are you fond of watching movies? What movie genre do you usually prefer?
What elements do you usually look for from the genre of your choice? What are
your standards in critiquing the effectiveness of a movie?
Media, in its broadest sense, exist for consumption and interpretation. Any
form of media aims to send messages regardless of the purpose. It is crucial for
media people to accurately consider how people understand and interpret
concepts so their ideas also go along with the audience’s expectations.
It is important for the audience to establish standardization in terms of
what to expect from the media. If expectations are unclear, then it is difficult for
both parties to meet halfway. This lesson focuses on how to deal with this
circumstance. For media and audience to be effectively bridged, the right
knowledge on codes and conventions must be properly understood. At the end of
this lesson, you are expected to identify codes, convention and message and how
they affect the audience, producers and other stake holders and present an issue
in varied ways to disseminate information using codes, convention and language
of media by creating your own media and information presentations.
Learning Task 1: In your notebook, accomplish the table below. Write five (5)
movies that you have watched recently and provide clear and specific descriptions
about them based on content, theme and genre.
Movie Title
Description
1.
2.
3.
4.
5.
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D
In understanding media, there are codes and conventions that you have to
know. See this like building blocks of all media around you. Generally, media
already possess a default in itself.
Shown in the table below are three types of media codes, namely: symbolic
codes, technical codes and written codes. Conventions, on the other hand, are
expected ways in which codes are organized in a product.
Source: Young, R. (2018, February 10). Media Codes and Conventions. Medium. Retrieved https://media.codes/media-codes-and
-conventions-c03423c06aa8
Symbolic Codes
These are codes that are social in
nature. This only means that
these codes exist outside media
product themselves, but would
be understood in by audience in
general. For example, seeing
Source: Young, R. (2018, February 10). Media Codes and Conventions. Medium.
Retrieved https://media.codes/media-codes-and-conventions-c03423c06aa8
somebody receive a red rose in a
film would mean that there is a romantic relationship going between the main
characters. This is exactly similar to giving someone a red rose in real life. Some
examples of symbolic codes in media are the following: setting, mise en
scene, acting and color.
Setting
Known as the time and
place of the narrative, the
setting describes where the
story or a specific scene
took place. It can be as big
as an open space or as
small as a room. It can
even
be
a
create d
atmosphere or frame of
mind.
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Source: Young, R. (2018, February 10). Media Codes and Conventions. Medium.
Retrieved https://media.codes/media-codes-and-conventions-c03423c06aa8
Mise en scene
In the world of media, mise en scene is a French term that means
‘everything within the frame’. It also refers to all the objects within a frame the way
they are arranged. To analyze this, you should look into the media’s set design,
costume, props, staging and composition.
Acting
In media, actors portray a variety of characters that contribute to character
development, creating tension or interpreting the narrative. An actor portrays his/
her assigned character through the following elements: facial expression, body
language, vocal qualities, movement and body contact.
Color
Source: Young, R. (2018, February 10). Media Codes and Conventions.
Medium. Retrieved https://media.codes/media-codes-and-conventionsc03423c06aa8
In media, color has strong cultural connotations. As a student, analyzing
the use of color in media and its various aspects, you have to look at the following:
dominant color, contrasting foils and color symbolism.
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Source: Young, R. (2018, February 10). Media Codes and Conventions. Medium. Retrieved
https://media.codes/media-codes-and-conventions-c03423c06aa8
Technical Codes
The second kind of codes are specific to a media form and do not live as a
separate entity. To help you analyze this, look at different camera shots and their
connotations in films and photographs. You have to remember that these may
mean nothing to you or the general audience outside of those forms. These codes
include camerawork, editing, audio and lighting.
Source: Young, R. (2018, February 10). Media Codes and Conventions. Medium. Retrieved
https://media.codes/media-codes-and-conventions-c03423c06aa8
Camerawork
How the camera is operated, positioned and moved to achieve certain
effects is also important in analyzing media. These include positioning, movement,
framing, exposure and choice of lens.
Source: Young, R. (2018, February 10). Media Codes and Conventions. Medium. Retrieved https://
media.codes/media-codes-and-conventions-c03423c06aa8
Editing
Another important consideration in studying media is editing. It is the
process of choosing, manipulating, and arranging images and sound. Generally, it
is done for graphic edits, rhythmic edits, spatial edits and temporal edits.
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Source: Young, R. (2018, February 10). Media Codes and Conventions. Medium.
Retrieved https://media.codes/media-codes-and-conventions-c03423c06aa8
Audio
Using sound expressively or naturalistically also plays a role in media. Its
three aspects include dialogue, sound effects and music.
Lighting
Source: Young, R. (2018, February 10). Media Codes and Conventions. Medium. Retrieved https://
media.codes/media-codes-and-conventions-c03423c06aa8
Manipulating light, either natural or artificial, to selectively highlight
specific elements of certain scenes, is also one of the important elements of media.
These elements of lighting include: quality, direction, source and color.
Source: Young, R. (2018, February 10). Media Codes and Conventions. Medium. Retrieved
https://media.codes/media-codes-and-conventions-c03423c06aa8
Written Codes
A type of code that is written usually includes formal written language used
in media. Similar to technical and symbolic codes, written codes can be used to
interpret a narrative and communicate information regarding a character. Also, it
can convey issues and themes emergent within the media product. Examples of
this code are printed and spoken languages.
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Conventions
To use media codes in some sort of a norm where it is accepted by
everybody, there has to be a convention. These are closely connected to what the
audience expects from media. Examples are form, story and genre.
Source: Young, R. (2018, February 10). Media Codes and Conventions. Medium.
Retrieved https://media.codes/media-codes-and-conventions-c03423c06aa8
Form Conventions
Form conventions are the distinct ways that audiences expect codes to be
arranged in media. Examples of these expectations are the title of the film at the
beginning or the credits at the end. In printed media, it is expected that
newspapers will have a masthead or a banner story as the most important news,
then the sports news usually at the back. Mobile games usually begin with a stepby-step with help texts on how the game works.
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Source: Young, R. (2018, February 10). Media Codes and Conventions. Medium.
Retrieved https://media.codes/media-codes-and-conventions-c03423c06aa8
Story Conventions
These story conventions are common narrative structures and expectations
from media. Examples of these are narrative structures, cause and effect,
character construction and point of view (POV).
Source: Young, R. (2018, February 10). Media Codes and Conventions. Medium.
Retrieved https://media.codes/media-codes-and-conventions-c03423c06aa8
Genre Conventions
Genre conventions include the common use of tropes, characters, settings
or themes in a certain media. These are closely linked with how the audience
expects from the media product. They can be formal or thematic.
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Learning Task 2: Illustrate five (5) signs and symbols in your community that are
used to convey information (e.g. for directions, locations of attractions). Discuss
briefly the meaning they convey. Answer the questions that follow. Do this in your
notebook.
1. How do these signs and symbols are used to make people in the community
understand the message being conveyed?
2. How are symbols usually presented?
3. What is the importance of using symbols to convey a message or information?
4. How are these symbols presented in terms of fonts, images, colors, design and
others?
Symbol
Descriptions/Meaning
1.
2.
3.
4.
5.
Learning Task 3: Look at the movie posters below. In your notebook, answer the
questions that follow.
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1. What codes and conventions were used in these movie posters to suggest the
genre of the film? Specify which one is used for each.
2. How are the characters dressed up in the posters and their pose?
3. What color schemes were used in the poster? How do you interpret the colors
found in each?
4. How are written codes used in each of these posters?
E
Learning Task 3: Create your own media and information presentation about the
latest issue or news in the society (e.g. postcard, collage, advertisement,
infomercial, story) Do this in an oslo/bond paper. Be guided by the scoring rubric
below.
Component
Target Audience
Sender/Author
Purpose
Key Content
Form/Style
Medium/Format
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Answer
34
A
Learning Task 4: Choose the letter of the best answer in each item. Write your
answers in your notebook.
1. This kind of code is often seen on print media, especially on headlines.
a. oral
b. technical
c. written
2. These are the generally accepted ways of doing things.
a. convention
b. codes
c. both A and B
3. Designing messages is at risk of compromising some members of the audience
because of ____________.
a. commonality
b. similarity
c. diversity
4. In analyzing media messages, it is important to look at the ________ message to
fully understand its implications.
a. direct
b. immediate
c. underlying
5. It should always be remembered that media is not only an information-giving
entity, but also a/an _________ which depends on capital and profit.
a. organization
b. business
c. stakeholder
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WEEK
6
Intellectual Property, Copyright and Fair Use
I
Good day learners! This lesson will focus on the legal, ethical and societal
issues in media and information. At the end of this lesson, you are expected to:
cite practical situation when to apply knowledge in intellectual property,
copyright, and fair use guidelines; evaluate a case study or presentation on an
offense, investigation and decision on any of the issues in media and information
within your community; and create a campaign add to combat digital divide,
addiction, bullying and other issues. Let’s go!
D
Talking about legal, ethical and societal issues in media and
information, it is important to be aware of the following major terminologies:
•Copyright is a legal device that gives the creator of literary, artistic,
musical or other creative works the sole right to publish and sell that
work. Copyright owners have the right to control the reproduction of
their work, including the right to receive payment for that reproduction.
An author may grant or sell those rights to others, including publishers
or recording companies. Violation of a copyright is called infringement.
•Plagiarism is an act or instance of using or closely imitating the
language and thoughts of another author without authorization; the
representation of that author's work as one's own, as by not crediting
the original author.
•Cyber Bullying takes place online by using electronic technology such
as cell phones, computers and tablets over communication tools
including social media sites, text messages, chat and websites.
Examples of cyber bullying include text messages or emails composed
to insult or demean; rumors or false statements spread by email or
posted on social networking sites; and humiliating photos, videos,
websites or fake profiles deliberately shared across social media.
•Computer addiction is the excessive use of computers to the extent
that it interferes with daily life. This excessive use may, for example,
interfere with work or sleep, resulting in problems with social
interaction or affect mood, relationships and thought processes.
•Digital divide is an economic inequality between groups in terms of
access to, use of, or knowledge of ICT. The divide within countries
(such as the digital divide in the United States) can refer to inequalities
between individuals, households, businesses, and geographic areas at
different socioeconomic (and other demographic) levels. The global
digital divide designates countries as units of analysis and examines
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the divide between developing and developed countries on an
international scale.
Learning Task 1: Choose one from the suggested issues below in using
unguarded internet. Do this in your notebook.




Copyright and Plagiarism
Cyber Bullying
Computer Addiction
Digital Divide
E
Learning Task 2: Create a script or story line for a 30-second to 1
minute campaign add to combat the following suggested issues: digital divide,
addiction, bullying or a topic of your choice. Do this in your notebook.
A
Learning Task 3: In your notebook, create an infographic that aims to raise
awareness on how and when to apply knowledge in the following topics:
intellectual property, copyright and fair use guidelines. Create one
infographic for every topic.
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WEEK
6
Opportunities, Challenges and Power of Media
and Information
I
Good day, learners! This lesson will focus on the opportunities, challenges
and power of media and information. At the end of this lesson, you are expected to
cite an example of an issue showing the power of media and information to affect
change. Are you ready? Let’s go!
Have you experienced online shopping? What are the items that you have
bought? Did you succeed in using online shopping systems? Look at the mind
map of online shopping below.
Learning Task 1: Answer the following questions in your notebook:
1. What forms of payment are accepted in online shopping?
2. If customers have concerns or inquiries about the product, what support
mechanisms are provided?
3. How will the customers receive the purchased product?
4. How did the mind map help you to understand the concept of online shopping?
Mind Map
“A mind map is a graphical technique for visualizing connections between
several ideas or pieces of information. Each idea or fact is written down and then
linked by lines or curves to its major or minor (or following or previous) idea or
fact, thus creating a web of relationships.”
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D
Economics of Media: Ratings and Revenues
The economics of media can be explained in the simple equation Ratings=
Revenues. As a commercial industry, the media earns profit through
advertisement. Advertisers pay for air-time or ad-space in media platforms to
reach or promote their goods or services to media’s audience. Advertisers are more
likely to invest if there is a high volume of consumers patronizing the media
programs or content or if their target market is among those consumers.
Ratings
It is a colloquial term for audience
measurement
that
influence
timing,
placements and markets for media content
and advertising (Balnaves, O’Regan, &
Goldsmith, 2011). Ratings determine the
number of people who watches, listens to or
reads a particular content.
Revenues
The business dictionary defines revenue
as income generated from the sale of
goods or services, or any other use of
capital or assets, associated with the main
operations of an organization before any
costs or expenses are deducted.
The Opportunity
The Philippine media is a great asset in the country’s economy. In fact, The
Philippine Star reported that in the year 2010 alone, the creative or copyrightbased industries contributed P661.23 billion to the Philippine economy.
Media and Information for Education
Media and information have made a radical impact
in education. Learning has never been easier, and
at the same time, more complicated than it is today
in the age of media and information.
The Opportunity
Merriam-Webster’s dictionary defines education as
knowledge, skills and understanding that you get
from attending a school, college or university.
Today, education has taken whole new meaning
with media and information.
Online education is now a fast becoming trend in
society. Schools and universities are adopting this practice as part of their offered
services. Everyone with access to the internet needs not physically attend a class
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to get an education. This setup is popular among those who wish to further their
education but do not have the time or energy to deal with regular school. With
media and information, one can earn a degree from the comfort of their homes.
Education traditionally requires a student to prove that learning took place. To do
so, one must be able to pass exam that will test their knowledge on a certain
subject and produce outputs that will confirm if they can apply that knowledge.
Media information makes this process a little less rigorous through content
contribution. By allowing people to share their knowledge online for others to see,
the network of experts can check and balance each other’s understanding of
subjects; therefore, refining learning through interaction.
The convenience, abundance and interconnection, aspects of media and
information for education are opportunities worth taking advantage of.
The Challenge
In education, the opportunities brought about by media and information is also to
be blamed for its many challenges. Not only does this promote laziness, constant
access also puts a lot of pressure on servers requiring constant upgrades and
regular maintenance around cyberspace.
The overwhelming amount of content to but found online requires the tedious
process of sorting through unnecessary or unrelated content to one’s research. As
challenging as it may be, it is necessary. Allowing anyone with access to the
internet to contribute to the network of information raises credibility and
authenticity issues.
Media and Information for Social Science
The society is heavily influenced by media and
information. It is no surprise then that media
and information have been linked to social
changes. Oxford bibliographies referred to social
change as a significant alteration of social
structure.
The Opportunity
Among the first to realize the possible positive
applications of the media and society’s
co-dependent relationships were Daniel Lerner and Wilbur Schramm. In their
perspective works, The Passing of Traditional Society (1958) and Mass Media and
National Development (1964) served as founding texts of development
communication according to University of Pennsylvania (UPenn). Development
communication uses communication to aid in the development of society. One
practical application of this is community-based media programs. Through
information dissemination, promotion of development advocacies, and providing a
medium for social interaction among communities, these types of programs pave
the way for a positive social change.
The Challenge
Media and information have the power to sway society’s beliefs and perception.
People have the tendency to receive data from media and accept it as fact right
away without conducting due diligence.
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Effect of Media in Politics
Politics regulates the media industry. They
enforce the rules and regulations governing
the media industry as prescribed in a
country’s current political system. It is for
this reason that the nature of media varies
from country to country.
The Opportunity
The interrelationship between media and
politics provides a fair foundation in nth function of media as a source of
information. Provisions in the law like the Freedom of Information Bill which
mandates the release of public documents to those who require it benefits the
media in their access to information and the government in its war against
corruption (The Official Gazette).
The Challenge
As a developing country, the government concentrates on solving problems like
poverty, unemployment, lack of proper healthcare and access to education.
The shortage of government funding, not to mention the lack of projects and
programs, that help cultivate creativity – which is the core of media – prevent the
media industry in reaching its potential for success. Even the weak enforcement of
certain laws to protecting the media exposes them to threats that could have
damaging repercussions on the industry.
E
Learning Task 2: Choose five questions among the list below. Write a mind map
out of it. Then evaluate your work using the rubric provided. Do this in your
notebook.
1. What opportunities are open for computer literate individuals in the area of
business?
2. How can a teacher be a better one if he/she is computer literate?
3. As a high school graduate, what are the job opportunities open for you?
4. How will you acquaint yourself with possible job opportunities?
5. As a member of your barangay, in what ways are you involved in different
activities in your community?
6. How much do you know about political leaders in your community?
7. How do media and information help in the dissemination of information on the
different programs in your community?
8. As a social individual, how do media and information help you in
communication with different people in your community and in school?
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9. Give examples of threat that you might get in the internet.
10. What risks do you put yourself in when you post all kinds of information about
yourself in the net?
11. When do you abuse the use of the media and information technology?
12. How do you misuse media and information technology?
Rubric in Evaluating Your Mind Map Output
A
ICT can provide both opportunities and challenges to humanity. The
Internet can offer modes for empowerment and convenience, but it can also
promote the digital divide and fraud.
Learning Task 3: Write an essay about: “The Power of Media and Information to
Affect Change, and the Responsibility of the Users.”
The essay must have an introduction, body and conclusion. The number of words
must be 450-500. The essay will be graded according to the rubric as seen on the
next page.
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Learning Task 6
p. 25
1. True
2. True
3. True
4. False
5. False
6. False
7. True
8. True
9. True
10. True
Learning Task 1
p. 17
Learning Task 5
p. 16
1. oral language
2. machines
3. telegraph, radio, and telephones
4. electronic age
5. computer and the internet
Answer
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Learning Task 4
p. 35
1. written
2. convention
3. diversity
4. underlying
5. business
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