Senior High School

Media and
Information Literacy
Quarter 3 – Module 3:
Languages and Policies in Media and
Information

Department of Education • Republic of the Philippines

Media and Information Literacy – Grade 11
Alternative Delivery Mode
Quarter 3 – Module 3: Languages and Policies in Media and Information
First Edition, 2020

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, payment of royalties.
Borrowed materials included in this module are owned by the respective copyright holders. Effort
has been exerted to locate and seek permission to use these materials from the respective copyright
owners. The publisher and author do not represent nor claim ownership over them.

Published by the Department of Education

Secretary:
Undersecretary:
Assistant Secretary:

Development Team of the Module

Author/s: Mary Antoinette M. Magallanes, Christina B. Takiang, Gilbert Rolly T. Valmoria,
Editor: Cherlita M. Sulague
Reviewers: Jackie Lou P. De Mata
Illustrator: Jennelaiza J. Woo
Layout Artist: Merry Easter Abigail Ranido
Development Team
Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director

Co-Chairpersons: Dr. Victor G. De Gracia Jr. CESO V

Assistant Regional Director
Jonathan S. dela Peña, PhD, CESO V
Schools Division Superintendent
Rowena H. Para-on, PhD
Assistant Schools Division Superintendent
Mala Epra B. Magnaong, Chief ES, CLMD

Members: Neil A. Improgo, PhD, EPS-LRMS; Bienvenido U. Tagolimot, Jr., PhD,

EPS-ADM; Erlinda G. Dael, PhD, CID Chief; ____________, EPS
(Learning Area) In-charge; Celieto B. Magsayo, LRMS Manager; Loucile L.
Paclar, Librarian II; Kim Eric G. Lubguban, PDO II

Printed in the Philippines by _____________________________

Department of Education – Bureau of Learning Resources (DepEd – BLR)
Office Address: ______________________________________
Telefax: ______________________________________
E-mail Address: ______________________________________
11

Media and
Information Literacy
Quarter 3 – Module 3:
Languages and Policies in Media and
Information

This instructional material was collaboratively developed and reviewed

by educators from public and private schools, colleges, and or/universities. We
encourage teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at
action@deped.gov.ph.

We value your feedback and recommendations.

Department of Education • Republic of the Philippines

 INTRODUCTORY MESSAGE
In the preliminary modules, you have understood that while messages are conveyed
based on how their senders package them, the end meaning would still fall upon how the
receiver interprets such message. One message sent to different people may have varying
meanings to each one as well but there are also some messages that the people, although
different in perspective, interpret such in the same way. This complex construct of meaning-
making can be understood by looking into the language of media and information. Every day,
you are bombarded with countless information, content, and media messages which you are
compelled to interpret and give meaning to. Today, in the Information Age, you are able to
acquire, use, and share information from various sources. However, the extent of this freedom
to consume and share information has its own legal and ethical boundaries, limits that you as
a media and information producer and consumer must be aware of.

This module will help you learn these aspects – how audiences interpret the meaning
of media messages through the presence of genres, codes, and conventions and the legal
and ethical policies that govern you as a media consumer in using and sharing data and
information you obtain.

Specifically, this module consists of the following lessons:

Lesson 7 – Media and Information Languages
Lesson 8 – Legal and Ethical Issues in Media and Information

GENERAL INSTRUCTIONS

For the learners: For the teacher:

To be guided in achieving the To facilitate and ensure the students’
objectives of this module, do the learning from this module, you are
following: encouraged to do the following:
1. Read and follow instructions 1. Clearly communicate learning
carefully. competencies and objectives
2. Answer the pretest before 2. Motivate through applications
going through the lessons. and connections to real life.
3. Take note and record points 3. Give applications of the theory
for clarification. 4. Discuss worked-out examples
4. Compare your answers 5. Give time for hands-on
against the key to answers unguided classroom work and
found at the end of the discovery
module. 6. Use formative assessment to
5. Do the activities and fully give feedback
understand each lesson. 7. Introduce extensions or
6. Answer the self-check to generalizations of concepts
monitor what you learned in 8. Engage in reflection questions
each lesson. 9. Encourage analysis through
7. Answer the posttest after you higher order thinking prompts
have gone over all the 10. Provide alternative formats for
lessons. student work
 Lesson
Media and Information
7 Languages

‘The medium is the message‘, now a famous quote, was written by Marshall McLuhan
in 1964.By which the medium may be affected how messages are received, the
users’/audiences’ own background/experience may have also affect the interpretation of
messages. An important first step in becoming media and information literate is to understand
how information, ideas and meaning are communicated through and by various media and
other information providers, such as libraries, archives, museums and the Internet. Each
medium has its own ‘language’ or ‘grammar’ that works to convey meaning in a unique way.
‘Language’ in this sense means the technical and symbolic ingredients or codes and
conventions that media and information professionals may select and use in an effort to
communicate ideas, information and knowledge.

What I Need to Know

Learning objectives
In this lesson, you will:
Discuss concepts of codes, codes and other media languages
Produce and assesses the codes, convention, and messages of a group
presentation (MILI11/12MILA-IIIf-16).
Present an issue in varied ways to disseminate information using codes,
convention and languages of media

What I Know
Pretest

Answer the following as directed. Strictly No erasure. Write only the letter of your choice.
1. __________ can be recognized by its common set of distinguishing features.
a. Genre c. Codes
b. Conventions d. class
2. __________ are systems of signs, which create meaning
a. Genre c. Codes
b. Conventions d. class
3. __________ are the generally accepted ways of doing something.
a. Genre c. Codes
b. Conventions d. class
4. __________ ways in which equipment is used to tell the story (camera techniques,
framing, depth of fields, lighting and etc.).
5. __________ show what is beneath the surface of what we see (objects, setting, body
language, clothing, color, etc. )
 What’s New
Activity 1. Tell Us Your Guts

What you will do

Complete the table by making a short description for the following films.

MOVIE DESCRIPTION

1. Hello, Love , Goodbye (2019)

with With Kathryn Bernardo, Alden Richards
Director : Cathy Garcia-Molina

2. Heneral Luna (2015)

with John Arcilla
Director : Jerrold Tarog
 3. BuyBust (2018) with Anne Curtis
Director : Erik Matti

4. Block Z (2020)
With Julia Barretto, Joshua Garcia, Ian
Veneracion, Dimples Romana
Director: Mikhail Red

What is It
Discussion

GENRE, CODE, AND CONVENTIONS

All media messages are constructed using a particular set of codes and conventions.
When we say media message are constructed using codes and conventions, we mean that
every media product we encounter is a coherent body with its own rules. Take a look at the
previous exercise you had done, you are tasked to illustrate description of the movie and how
this description is illustrated in the set of codes you may observe in the film.

In this lesson, we engaged with the thought that media messages are constructed.
 We have established that the meaning is something that comes out as an interaction
between the message sent and its receiver, both of which are surrounded by a context that
bears on how the process of reading and receiving encoded message is decoded.

Every medium has its own codes and conventions.

Genre. It is a French word which means “Kind” or “Class”. The original Latin word is “genus”
and mean class of things that can be broken down into subcategories. It tends to be
understood to constitute particular conventions of contents and following a distinctive style in
terms of form and presentation.

The primary genres that media creators and producers invoke are the following:
entertainment, news, information, education, and advertising. These sample of sub-category
of some of the given primary genre

1. News. These are stories that have critical importance to community and national life.
News stories are also told following the basic structure of beginning, middle and end.
Journalists, people trained to report news to an audience, are expected to be objective,
comprehensive and bias-free. They work for newspaper, radio stations, televisions,
and lately, online or web-based news services.
Major Division for News stories: Hard or straight news; Feature, Soft News,
Investigative News, Opinion

2. Entertainment. It is derived from the French word “entretenir” which means “to hold the
attention, keep busy, or amused.
This a comprehensive movie genres list:
(a) Action movies require stunts, set pieces, explosions, guns, and karate. They are
usually about a clear hero and a clear villain. Action movie stakes are huge, like saving
the world or the universe. They're often bombastic and move quickly. Their pacing and
structure are built around scenes like car chases and their climaxes often have the
biggest set pieces.
(b) Adventure movies are usually built around a quest. They take place in faraway
lands or jungles. Many adventures may be period pieces, although more contemporary
adventure stories are coming back to the forefront. They can be swashbucklers or
treasure hunts.
(c) Comedy films usually are written with a few laughs a scene. The stakes are usually
much smaller or interpersonal. Comedy films can vary in their darkness and the way
they deal with life and death. They tend to be shorter films, spoofs and can have
broader casts.
(d) Drama is regularly mashed up with other genres because most movies and tv rely
on character-driven stories to keep the audience involved. These are serious stories
that hinge on events that regularly happen in everyday life. They usually focus on
character and how these people arc over time.
(e) Horror film focuses on adrenaline rides for the audience that dial in the gore, scares
and creative monsters. Horror is always re-inventing old classics, like adding fast
zombies, and CGI creatures. It also is seen as the most bankable genre with a huge
built-in audience. Ghouls, ghosts, slashers, creatures, and body disfiguring are some
of its settings
(f) Romance movies are about people coming together, falling apart, and all the
hurdles in between. Love is a universal language. They can be paired with comedy
and ram, but a straightforward romance focuses on two characters or an ensemble
falling in love.
(g) Thriller movies. What would you do when you were over your head? This is usually
linked with horror, action, and drama, but thrillers are about exciting situations that
 have constant danger. They're about stressed characters, corrupt investigators, and
criminals living on the edge.
(h) War/Conflict movies are about POWs, men in foxholes, tanks, and planes. They're
about people finding commonalities, differences, and sacrificing their lives.

Codes . These are system of signs that when put together create meaning.
Type of Codes
1. Technical Codes. The way in which equipment is used to tell the story (camera
techniques, framing, depth of fields, lighting and etc.)
Camera Techniques
Extreme Shot of, e.g a large crow or a view of
Wide Shot scenery as far horizon.

Wide Shot A view of situation or setting from a

distance

Medium Shows a subject down to his or her waist

Shot with a space above to his or her head.

Medium Shows a subject down to his or her chest

Close- up with a space above to his or her head.

Close- up A full screen shot of a subject face,

Two Shot A two shot is a type of shot in which the

frame encompasses two people. The
subjects do not have to be next to each
other, and there are many common two
shots which have one subject in the
foreground and the other subject in the
background.
Cut Away is the interruption of a continuous shot by
inserting a shot of something else. Usually,
you then cut back to the first shot. These
can be done within the same scene, cuts to
other scenes, or even as one continuous
 shot as the camera pans across to
something else.
Over the The Over the shoulder shot is a camera
Shoulder angle used in film and television, where the
camera is placed above the back of the
shoulder and head of a subject. This shot
is most commonly used to present
conversational back and forth between two
subjects.
Point of also known as POV shot, is an angle that
View shows what a character is looking at.
Typically POV shots are placed in between
a shot of a character looking at something
and a shot showing the character's
reaction.
Selective Using a shallow depth of field the subject
Focus can be rendered in sharp focus with the rest
of the image blurring into the image
foreground and background. This
technique isolates the subject within the
image, drawing the eye of the viewer to the
exact point which the photographer wishes
to be observed.
Eye-Level It refers to when the level of your camera is
placed at the same height as the eyes of
the characters in your frame. It also
simulates standard human vision and thus
present visual information through a
familiar viewpoint.
High Angle It is a cinematic technique where the
camera looks down on the subject from a
high angle and the point of focus often gets
"swallowed up". High-angle shots can
make the subject seem vulnerable or
powerless when applied with the correct
mood, setting, and effects.
Low Angle It is a shot from a camera angle positioned
anywhere below the eye line, pointing
upward.

Bird's Eye A shot in which the camera shoots a scene

View from directly overhead.It usually has an
extreme long shot, to establish setting. We
use this angle to look down at the scene
from a higher point.
 Worm’s is a shot that is looking up from the ground,
Eye View and is meant to give the viewer the feeling
that they are looking up at the character
from way below and it is meant to show the
view that a child or a pet would have.

2. Symbolic Codes. It shows what is beneath the surface of what we see (objects,
setting, body language, clothing, color, etc. )
Setting Setting is the time and place of the
narrative. When discussing
setting, you can describe the
setting of the whole story or just a
specific scene. A setting can be as
big as the outback or space, or as
small as a specific room. Setting
can even be a created atmosphere
or frame of mind.
Mise en It is a French term that means
scene ‘everything within the frame’. In
media terms it has become to
mean the description of all the
objects within a frame of the media
product and how they have been
arranged. An analysis of mise en
scene includes:
Set Design
Costume
Props
Staging and Composition
Acting Actors portray characters in media
products and contribute to
character development, creating
tension or advancing the narrative.
The actor portrays a character
through:
Facial expression
Body Language
Vocal qualities
Movement
Body contact
Colour Colour has highly cultural and
strong connotations. When
studying the use of colour in a
media product the different
aspects to be looking at are:
Dominant colour
Contrasting foils
Colour symbolism

3. Written Codes. These are the formal written language used in a media product. It can
be used to advance a narrative, communicate information about a character or issues
 and themes. It includes printed language which is text you can see within the frame
and how it is presented, and also spoken language, which includes dialogue and song
lyrics.

CONVENTIONS . These are the accepted ways of using media codes. These are closely
connected to the audience expectations of a media product.

TYPES OF CONVENTIONS
1. Form conventions. These are the certain ways we expect types of media’s codes to
be arranged. For instance, an audience expects to have a title of the film at the
beginning, and then credits at the end. Newspapers will have a masthead, the most
important news on the front page and sports news on the back page. Video games
usually start with a tutorial to explain the mechanics of how the game works.
2. Story Conventions. These are common narrative structures and understandings that
are common in story telling media products.
Examples of story conventions include:
Narrative structures
Cause and effect
Character construction
Point of View
3. Genre Conventions. It points to the common use of tropes, characters, settings or
themes in a particular type of medium. Genre conventions are closely linked with
audience expectations. Genre conventions can be formal or thematic.

What’s More
Enrichment

What you will do

Activity No. 2 Do a Thing!

Single out a commercial on television meant to sell skin products for women.
1. Name all the elements you hear and see.(People, places, time or historical period,
objects, ways of life and even identity.
2. Where is the setting?
3. Since this was a shot using a camera, try to discern the language of the camera by
listing the angles and corresponding scene that it tries to capture.
4. What is the beginning, middle and end?
5. A commercial product always selling a product. How is this commercial selling its
product? What is its most potent way of selling the product?
6. Are there memorable lines or visual effects? What makes it memeorable?
 What I Have Learned
Generalization

Complete the sentence stem below. Write your answers on a separate sheet of paper.

Today the capacities of human mind aided by technology enable the process of
construction of media and information messages .The media employ more than words to
construct a more complex society. Film and broadcast communication use the language of
the camera, the tools and techniques of editing and the power of words – as dialogue and
narration – to capture the world of a story, deliberately making choices on what not to include,
what to highlight, and what should serve as backdrop. It is every important to keep in mind :
every media, every media form or , media text whether is a printed advertisement prominently
lining on the streets we pass through to the television we watch everyday.

1. Genres are defined as

_________________________________________________________________________
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_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

2. Codes is illustrated as the

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

There are three types of codes which are :

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

3. Conventions, on the other side, is defined as

_____________________________________
_________________________________________________________________________
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_________________________________________________________________________

Of which, classified into three types,

_________________________________________________________________________
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 What I Can Do
Application

Using your mobile phone or a simple point-and-shoot camera, explore what you can
do with the features of camera. Familiarize yourselves with its features- how to turn it on, how
to turn it off; capacity of the lens to zoom in and zoom out; how to move for shots that will pan
right to left, or tilt up and won. If it has a manual, turn to the manual so you can read about the
features.

After getting thoroughly familiar with its features, you can now prepare for a 3-minute
video shoot. You will prepare a video portrait of an ordinary person in the place. By, ordinary
person as subject of your interview, we mean somebody whose life and work is hardly noticed
or rarely given attention do they deserve in spite of their valuable contribution to the
community.
1. Do an interview. Use open-ended questions that would elicit a substantial
response.
2. Shoot the subject doing his/her work, something like capturing his/her life in a
fragment of a day.
3. Evaluate your work. Go back to the decisions you made with the use of camera,
the angles that you created, the use of the magnification capacity of lens that
zooms in and out, and the capacity of the camera to pan and tilt. Why did you do
it? What was the effect on how you portrayed your subject? How did the camera
help you tell the significant work that your subject does?
4. Upload your to youtube and please don’t forget to send link to your teacher.

Assessment
Posttest

MULTIPLE CHOICE. Encircle the letter of your choice. Be wary of options, choose
only the best. ONLY THE BEST. You will get wronged and hurt if you choose the
wrong ones. It is only your conscious choice that will dictate your fate. May the God
be with you!
1. What shot is used to represent a D. To show 2 sides of a
character as having power? conversation
A. High angle shot
B. Low angle shot 4. An establishing shot/long shot is used
C. Establishing shot to set the location of a scene
D. Canted shot A. True
2. What shot is used to show the B.False
emotions on a characters face?
A. Extreme close up
B. Close up
C. Aerial shot
D. Scooby doo shot
3. Why is a shot reverse shot used?
A. To show the location
B. To show something forwards
and backwards
C. To manipulate situations
 C. The view someone can see
5. What shot is this? 11. A master shot is when you can see all
the action taking place in one shot
A. True
B. False
12.

What is the name of this type of

shot?
A. Medium shot A. High angle shot
B. Long shot B. Close up shot
C. Canted shot C. Extreme close up shot
D. Extreme long shot D. Establishing shot
6. What is a wide shot? 13. A close-up shot will show....
A. When it makes a character A. A shot of a hand, eye, mouth or
looks really fat object AND foot in detail.
B. When a character takes up the B. A full screen shot of the
whole frame subject's face showing the detail of
their facial expressions
7. What shot would be used to establish C. A view of a figure's entire body
the full costume of a character in TV in order to show action and/or a
drama? group of characters
A. Establishing shot 14.
B. Long shot
C. Close up
D. Extreme close up
8. Why is a mid shot used?
A. To show a characters facial
expression while still showing a
lot of their body
B. To show someone’s feet
C. To show someone walking
9.
This is an establishing shot
A. True
B. False

15.
This is an aerial shot
A. True
B. False
10. What does an over the shoulder shot
represent?
A. Someone’s facial expressions
B. To show one persons side of the
conversation
What is the effect of this low angle shot?
A. It creates shadows under his
eyebrows and makes him look The establishing shot, is also known as a
sinister wide-angled shot because the film-makers
B. It allows you to see up his nose use a wide angle lens to fit as much
C. The viewer can have a better view scenery as possible into the shot. It also
of his acne has the effect of showing the audience,
D. The viewer can see what's on the the characters against the setting.
ceiling A. True
16. B. False
19.

What type of shot shows a subject down

The purpose of an "over the shoulder" or to his or her waist, e.g. showing head and
"point of view" shot, is to show the shoulders and is also known as a mid-
audience how that character views the shot?
situation so that they have empathy with A. Long shot
the character. In this shot, the audience B. Medium shot
feels helpless and compelled to do C. Low angled shot
something to help the woman. D. Over the shoulder shot
A. True
B. False

17. This long shot is also a low-angled

shot.
A. True
B. False

18.
 Additional Activity

Watch the clip from Jollibee Studios “Kwentong Jollibee Valentine's Series 2018: Signs”
https://www.youtube.com/watch?v=JRoFOwQ9nVY

Answer the following on your notebook:

1. What codes were used to compliment the brilliant acting of this actress?

2. How did this scene convince the audience that it is possible for Star and Mark can be
meant to be?

3. How did the director use codes to make the audience think that Star and Mark are
meant to each other? Do you think it was intentional in the part of the director to
“suggest” or “misled” the audience to think that Star and Mark are meant to each other?
Why or why not?

Great work! You are done with Lesson 7.

Have a break! You deserve one 😊
Then let’s take off to Lesson 8! So, read on!
 Lesson
Legal and Ethical Issues
8 in Media and Information

Have you ever shared an inspiring photo or quote on Facebook? Or Instagrammed a

meme you found online? A lot of what we consider everyday media culture is built on this kind
of casual information and content sharing. However, in those moments, did you ever think
about where that content came from or if you were even allowed to use it? What happens
when what you are sharing is someone else’s property? Or could harm somebody?

The media and information age, especially the Internet, gave tons of people access to
tools for communication and media creation but also opened up many legal loopholes and
ethical challenges. Given its widespread use and the vast majority who now have access to
an array of information, media and information has been the subject of legal, ethical, and
societal problems. While its positive implications are undeniable, there are issues that come
along with it.

What I Need to Know

Learning objectives

By the end of this lesson, you will:

1. Cite practical situation when to apply knowledge in intellectual property,
copyright, and fair use guidelines; and
2. Create a campaign ad to combat digital divide, addiction, and bullying
(MIL11/12LESI-IIIg19)

What I Know
Pretest

Let’s see how much you already know before we tackle the next lesson. Write the letter
of your choice on a separate sheet of paper.
1. The writer provides inaccurate information regarding the sources, making it impossible to
find them.
A. The Misinformer C. The Perfect Crime
B. The Resourceful Citer D. The Self-Stealer

2. The writer “borrows” generously from his or her previous work.

A. The Misinformer C. The Perfect Crime
B. The Resourceful Citer D. The Self-Stealer

3. The writer properly cites all sources, paraphrasing and using quotations appropriately
A. The Misinformer C. The Perfect Crime
B. The Resourceful Citer D. The Self-Stealer
4. The writer properly quotes and cites sources in some places, but goes on to paraphrase
other arguments from those sources without citation.

A. The Misinformer C. The Perfect Crime

B. The Resourceful Citer D. The Self-Stealer

5. The writer turns in another’s work, word-for-word, as his or her own.

A. The Ghost Writer C.The Potluck Paper

B. The Photocopy D. The Labor of Laziness

6. The writer takes the time to paraphrase most of the paper from other sources and make it
all fit together

A. The Ghost Writer C.The Potluck Paper

B. The Photocopy D. The Labor of Laziness

7. The writer copies from several different sources, tweaking the sentences to make them fit
together while retaining most of the original phrasing.

A. The Ghost Writer C.The Potluck Paper

B. The Photocopy D. The Labor of Laziness

8. The writer copies significant portions of text straight from a single source, without alteration

A. The Ghost Writer C.The Potluck Paper

B. The Photocopy D. The Labor of Laziness

9. A legal device that gives the creator of a literary, artistic, musical, or other creative work
the sole right to publish and sell that work

A. Cyberbullying C. Patent
B. Fair Use D. Copyright

10. Means you can use copyrighted materials without license only for certain purposes.

A. Cyberbullying C. Patent
B. Fair Use D. Copyright

What’s In
Review

In the previous lesson, you have learned that meanings are produced through the use
of codes and conventions and that media carry these meanings along with the messages or
information they relay. All the codes, conventions, and languages are tools for understanding
and interpreting media contents or messages, tools that are essential in creating a sound and
valid content analysis. With numerous information that is available today, being able to
sensibly understand media content would provide media consumers more effective ways of
selecting and utilizing information.
 What’s New
Activity 8.1

What You Will Do

Activity 8.1: The following terms are all associated with the ethical and legal use of
media and information. These concepts will be discussed in this lesson. But before you
proceed, try to figure out what these terms are by filling out the blank boxes.

1. C R G

2. F R U E

3. N E R T

4. N E Z N S P

5. E T Q E T E

6. C B B L L I G

7. D D C O N

8. P A G R I M

9. R G H

10. L M W S

What is It
Discussion

Intellectual Property
Intellectual property (IP) refers to creations of the mind, such as inventions; literary and
artistic works designs and symbols, names and images used in commerce
Types of Intellectual property
Copyright - a legal device that gives the creator of a literary, artistic, musical, or other creative
work the sole right to publish and sell that work. Copyright owners have the right to control the
reproduction of their work, including the right to receive payment for that reproduction. An
author may grant or sell those rights to others, including publishers or recording companies.
Violation of a copyright is called infringement.

REPUBLIC ACT 8293

INTELLECTUAL PROPERTY CODE OF THE PHILIPPINES
COPYRIGHT VALIDITY PERIOD
During the lifetime of the author plus 50
Literary Works
years after death
Art 25 years from the date of creation

Photographic work 50 years from publication

Audio-Visual Work 50 years from publication

Sound Recording 50 years from year recording took place
Broadcast Recording 20 years from date of broadcast
Valid for 10 years and may be renewed for
Trademark
periods of 10 years
Valid for 20 years from Filing date
Invention Patent
application

Plagiarism
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.

Types of Plagiarism
Sources Not Cited

1. The Ghost Writer -The writer turns in another’s work, word-for-word, as his or her
own.
2. The Photocopy- The writer copies significant portions of text straight from a single
source, without alteration.
3. The Potluck Paper- The writer copies from several different sources, tweaking the
sentences to make them fit together while retaining most of the original phrasing.
4. The Poor Disguise- The writer has altered the paper’s appearance slightly by
changing key words and phrases.
5. The Labor of Laziness - The writer takes the time to paraphrase most of the paper
from other sources and make it all fit together.
6. The Self-Stealer- The writer “borrows” generously from his or her previous work.
 Sources Not Cited(BUT STILL PLAGIARIZED)
1. The Forgotten Footnote - The writer mentions an author’s name for a source, but
neglects to include specific information on the location of the material referenced.
2. The Misinformer - The writer provides inaccurate information regarding the sources,
making it impossible to find them.
3. The Too-Perfect Paraphrase- The writer properly cites a source, but neglects to put
in quotation marks on text that has been copied word-for-word, or close to it.
4. The Resourceful Citer- The writer properly cites all sources, paraphrasing and using
quotations appropriately. The catch? The paper contains almost no original work!
5. The Perfect Crime- The writer properly quotes and cites sources in some places,
but goes on to paraphrase other arguments from those sources without citation.

What You Will Do

Activity 8.2: Case Study

Directions: Answer the questions briefly. Write your answers in a separate sheet of
paper

Case 1: Plagiarism
Read the following articles on a case of plagiarism: "UP student plagiarizes prize-
winning photos" (Source Link: https://www.rappler.com/move-ph/39566-up-student-
admits-plagiarized-photos)

After reading, answer the following questions:

1. First article: "UP student plagiarizes prize-winning photos"
• In what competition did Solis send in his plagiarized work?
• What sanctions did he receive from the organizing committee? Describe his
actions.
• Do you think technology and the internet have made plagiarism easier? Do
you think technology has made people more or less creative? Explain your
answer by citing examples.
2. Second article: "UP grad in photo plagiarism gets redemption"
• According to the article, how did Solis redeem himself? What job did he have?
• What project did he help?
• What is there to learn about the life of Solis?

Fair Use
Fair use means you can use copyrighted materials without license only for certain purposes.
These include:
1. Commentary
2. Criticism
3. Reporting
4. Research
5. Teaching

Guidelines for Fair Use

• A Majority of the content you create must be your own.
• Give credit to the copyright holder
• Don’t make money off of the copyrighted work
 What Have I Learned So Far

Activity 8.3: With what you have learned so far, cite a situation, which is most likely
for you to experience, where you could apply your knowledge on intellectual property
right, copyright, and fair use guidelines. Include a simple illustration of such situations.

Intellectual Property _____________________________

_____________________________
_____________________________
_____________________________
_____________________________
1. _____________________________
_____________________________
_____________________________
_____________________________
_____________________________

Copyright _____________________________
_____________________________
_____________________________
_____________________________
_____________________________
2. _____________________________
_____________________________
_____________________________
_____________________________
_____________________________

Fair Use Guidelines _____________________________

_____________________________
_____________________________
_____________________________
_____________________________
3. _____________________________
_____________________________
_____________________________
_____________________________
_____________________________

Responsible Digital Citizenship

Digital citizenship refers to having the appropriate knowledge and skills to effectively
use digital technologies to communicate with others, participate in society and create and
consume digital content. Responsible digital citizenship is essential, especially now in the face
of a technology-saturated world, to helping media and information consumers achieve and
understand digital literacy, as well as ensuring cyberbully prevention, online safety, digital
responsibility, and digital health & wellness. Let’s go through some of the aspects of digital
citizenship below:
Netiquette
Netiquette, or network etiquette, is a set of socially constructed rules and norms for
behaving and communicating responsibly in an online environment. Simply stated, it is the
etiquette of cyberspace. While not all of these rules hold legal power nor are strictly enforced,
it is important that you, as a media consumer, have a well-defined set of guidelines that helps
keep you or the people you know in check in terms of your online activity and presence.
Consider the following "rules," adapted from Virginia Shea's The Core Rules of
Netiquette, whenever you communicate in the virtual world.

Rule 1: Remember the human

The impact of the advent of technology is a double-edged sword – an ironic one, that
is, as it brings people together who otherwise cannot meet, however at the same time,
mediated communication makes human interaction less personal. When you communicate
electronically, all you see is a computer monitor, laptop screen, or a phone display. Your non-
verbal cues in personal interaction – facial expressions, gestures, and tone of voice – now
take the form of words, videos, or words. Today, in an era that much of our communication
happens online or electronically where we most often just face devices, it is easy to forget that
those at the receiving end of the line are actual human beings. Somehow this electronic barrier
gives people misplaced boldness resulting to a cruder and often offensive behavior online or
over the phone.

Remember the human – remember that the receiver on the other side of your computer
or phone is another human person capable of understanding, feeling, and getting hurt. Putting
yourself in others’ place can put everything in the right perspective. Before you send that
message, upload that photo, or send that tweet, ask yourself: How would the other person or
people at the end of the line feel if I do or say this? Always put in mind that empathy is one of
the most powerful motivations for some basic decency online.

Rule 2: Adhere to the same standards of behavior online that you follow in real life
Good netiquette is derived from the same standards set in real life. While it can be
argued that standards of behavior may be different in the virtual world, they certainly should
not be any lower. In real life, we are constantly reminded to be respectful to other people,
mindful of our words, follow the law, and other societal rules. This holds true for cyberspace
etiquette as well. Further, actions have consequences. Whatever is deemed illegal or
irresponsible in real life is most probably deemed the same in the online world. While the
chances of getting caught or punished may be slim, your accountability and liability for your
actions aren’t totally erased. Thus, you should do your best to act within the laws and ethical
standards in online environment just as you would in real life.

Rule 3: Know where you are in cyberspace

The Internet may be as vast as the earth’s oceans or the outer space with parts least
visited, not discovered, and some deemed even dangerous. Today, you are presented with a
wide array of internet domains and websites. While there may be millions of it on the Internet,
they can easily be categorized according to content or intended audience. In this context, your
manner of interaction may differ from one domain to another. What's perfectly acceptable in
one area may be dreadfully rude in another and 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. For example, in most TV discussion groups, passing on
idle gossip is perfectly permissible. But throwing around unsubstantiated rumors in a
journalists' mailing list will make you very unpopular there. And because Netiquette is different
in different places, it's important to know where you are.
Rule 4: Respect other people's time and bandwidth
Have you ever felt that time passes faster now than it does before? Have you ever felt
like days pass even more swiftly and that sometimes, our 24 hours in a day seems like less
than it really is? Cliché, but your observations are valid. In this fast-paced time, people are
pushed to squeeze in school, work, social life, chores, errands to run, sleep, personal
wellness, and more all in 24 hours. That is why time seems to pass twice as fast as it did
before because of all the essential things we have to accomplish in a day. In the context of
netiquette, whenever you post something online or send a message to someone, you’re taking
up a few precious minutes from the already limited time of another. 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.
Thus, it is you responsibility to ensure that the time reading your message or post isn’t a waste
of anyone’s time.

On the other hand, the word "bandwidth" is sometimes used synonymously with time,
but it's really a different thing. Bandwidth is the information-carrying capacity of the wires and
channels that connect everyone in cyberspace (Shea, 1997). However, these bandwidths
have a limit as to the amount of data it can carry at a given moment. All those unnecessary
data uploaded in cyberspace is taking up space in the bandwidth that could’ve been reserved
for more valuable data.

Rule 5: Make yourself look good online

In the real world, other people’s immediate judgment of you would be based off of your
physical appearance, your demeanor, how you speak, how you carry yourself, or even how
you dress. In the virtual environment, you will be judged by the quality of your writing or the
content that you post. Both worlds are filled with prying eyes, whether we like it or not, thus
we need to be mindful of what we call our “virtual self”. So, keep the following tips in mind:
Always check for spelling and grammar errors
Verify the truth of what you are posting or sharing
Know what you're talking about and state it clearly
Be pleasant and polite
Making yourself look good online does not mean you are pretending to be someone
else for others to like you, rather it means that you ought to step up in making sure that content
you produce should reflect that of a responsible digital citizen until such time that it becomes
your lifestyle.

Rule 6: Share expert knowledge

The strength of the Internet is the extent of the information it offers and various sources
these information come from. While credibility issues are a concern, the Internet, as an overall
knowledge bank, continues to grow and expand as experts contribute facts that people
constantly consume. Although netiquette lists several red flags, sharing your knowledge on
something doesn’t count as one. So do your part – 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

"Flaming is what people do when they express a strongly held opinion without holding
back any emotion." (Shea, 1994). Flamers, from the name itself, add fuel to the flame – they
provoke people whose opinions are different from theirs, these are the people who express
their opinion in an aggressive or offensive manner usually resulting to “flame wars” where two
or three people exchange angry posts between one another.
 You have to remember though that exercising one’s right to self-expression isn’t a bad
thing in itself. There is a thin line between expressing your opinion in a respectful manner and
attacking the opposing party to prove your point – that line something you have to keep in
mind whenever you are confronted with a disagreement with someone online.

Remember, do not feed the flames; extinguish them by guiding the discussion back to
a more productive direction. Furthermore, opinions are always welcomed to be voiced out but
at the end of the day, parties may just agree to disagree and end a conversation in a decent
way.

Rule 8: Respect other people's privacy

Privacy is a human right. Much like how you do not want your phone opened just by
anyone or your messages read by someone without your permission, other people value their
privacy as well. That is someone you have to always remember especially in cyberspace
where you get to access loads of information. The advent of the Internet has put everyone
almost everyone’s lives under a microscope. Even so, information that are private in nature
must remain private and that is a right the needs to be asserted – a right that everyone is
afforded.

Wherever you are in the online world, you may be exposed to some private or personal
information that needs to be handled with care. Ask yourself: 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
as well.

Rule 9: Don't abuse your power

Just like in the real world, people in cyberspace have their own influence and power –
some with power greater than others. These people are the technology wizards, experts with
years of experience, and system administrators, among others. If you are one of these people
or if you are someone with knowledge powerful enough to expertly navigate through
cyberspace, remember that knowing more than others do not give you the right to take
advantage of them.

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. As you move along and around cyberspace, at some
point, you will bump into a ridiculous post, a nonsense photo, a poorly constructed sentence,
or a stupid question. When this happens, learn to carry an understanding attitude. Practice
tolerance when you see minor and forgivable mistakes. If you feel compelled to correct and
respond to a mistake, do so preferably in private and as politely and respectfully as possible.

Moreover, always choose your battles wisely. Not every mistake or opposing opinion
you see on the Internet needs your reaction. Do not sweat over the small stuff or things that
do not have much weight and just let it slide. Conversely, learn to admit your mistakes as well
should there be instances when you commit one. No one is perfect, and so are you. So
practice changing your opinion when presented with facts and learn to acknowledge your
errors or inaccuracies.

Alternatively, you can follow the THINK acronym to guide you on how you show behave
and interact on the Internet or on social media. This applies to everyday communication too,
whether you’re talking to work colleagues, family, or friends.
THINK
T – Is it true?
Is this fact or is it really an opinion or feeling?
Know and be clear before you speak

H – Is it helpful?
Will it just aggravate the situation if you do talk about it or post a rant about it?
Does it help you, them, or the situation?

I – Is it inspiring?
Will people be in awe after reading your status?

N – Is it necessary?
There are things that are better left unsaid.
Some people are making their social media account as daily/ routinely diaries

K – Is it kind?
What is your motivation for communicating?

Other helpful questions to consider:

Am I saying this from a place of anger? Am I being respectful?
Who is my audience? Who else might be able to hear, see, or read this?
How might what I’m saying appear to others?
Could someone misinterpret what I’m saying?
What am I saying about myself with these words?

What have you learned so far?

Activity 8.4: Read and understand the comic strip below. Answer the questions that
follow on a separate sheet of paper.

Source: Carnegie Mellon University, Lesson 7: Netiquette (2017). Retrieved on June 26, 2020 from
https://www.carnegiecyberacademy.com/documents/Lesson7_Netiquette.pdf

1. What are the differences between talking to your friends or family over the
Internet and talking to them in person?

2. What could Erika have done to avoid this situation?

3. What could Alan have done to avoid this situation?

Digital Divide
Digital Divide is an inequality or disparity between demographic groups in terms of
access to, use of, or knowledge of ICT. Different segments have varying levels of knowledge
and access to digital developments due to a number of factors which include, but not limited
to: race, age, education, income, socioeconomic status, and geographical location. Digital
divide may further be grouped into three divisions, as relayed by The Manila Times writer
Noemi Lardizabal-Dado (2019):

The digital native and the digital immigrants

The people born in the Internet and digital technology age are who we call as digital
natives. The term is often used synonymously with ‘Millennial’, though not all digital natives
are millennials and not all millennials are digital natives. Regardless, digital natives are those
that are immersed in digital technology growing up making them more knowledgeable and
comfortable in the digital age. Digital immigrants, on the other hand, are those born before the
widespread adoption of computers and the Internet and has had to adopt digital technology
later in life. Due to the gap in generations, not excluding other factors, digital immigrants are
considered to be less technically able than digital natives.

There may have been a time in your life when your parents or elder relatives asked
you to teach them what to click on their mobile phone or how to navigate through the Internet.
That is an example of a digital divide between digital natives and digital immigrants. This divide
doesn’t necessarily mean that the elderly do not have access per se but some are simply not
comfortable with the use of digital devices and the Internet. However, this does not hold true
to some as there are digital immigrants who accepted the advent of technology and sought to
learn to adapt to the digital age.

The digital rich and the digital poor

A huge part of the digital divide, especially in developing countries such as the
Philippines, is the differences in socioeconomic status of social groups. The financial capacity
of an individual affects his ability to purchase a gadget and a reliable Internet access.
Smartphones are getting more affordable but a stable Internet access is still a work in progress
(Dado, 2019). Technology has made numerous positive implications in education, healthcare,
transportation and many more. Learning materials and resources may now be conveniently
accessed online, technology has also paved way for advancements in medicine and
healthcare, transportation is now made more convenient and comfortable. While many are
able to enjoy and adapt to all these developments, sadly, a lot more are struggling to keep up.
Day by day, as we face a world of inequality and injustice, this gap widens even more.

On a more personal level, you may have known a student who have struggled to do a
homework or submit a project because it involves a certain device or it needs Internet
connection. Perhaps a friend? A classmate? A neighbor? Or that someone may even be you.

Access to all the Internet and all these technological advancements is a privilege not
all are able to afford. In a country like the Philippines where a huge chunk of our population
falls below poverty line, acquiring digital devices, let alone securing a stable Internet
connection, is at the bottom of the list of priorities.

The digital skilled and the digital unskilled

A discrepancy in terms of digital skills occurs because of the lack of funds and
opportunities. Similarly to the aforementioned, lack of digital skills may stem from an
individual’s socioeconomic status. A person belonging to a family falling below poverty line
would most probably have less to no access to digital devices and stable Internet connection.
In effect, he will fall behind on updated information, up-to-date learning resources, and even
on job openings. This limited access to information would also limit his door of opportunities
to learn and improve his skills. However, being poor is not a death sentence. Difficult as it may
seem, this gap may be narrowed if an individual is eager and hardworking enough to hurdle
constraints and seek learning for himself. For instance, enrolling on free online courses, self-
earning, and even on-the-job training. People try to overcome financial challenges to become
digitally skilled.

What have you learned so far?

Activity 8.5: Answer the following questions briefly and write your answers in a
separate sheet of paper.
1. Cite a real-life situation, whether a personal experience or that of someone you
know, showing the existence of digital divide.
2. Which among the mentioned three groups do you think that situation belongs?
3. Suggest a way to help narrow such digital gap.

Internet Addiction
Merriam-Webster Dictionary defines addiction as “a compulsive, chronic, physiological
or psychological need for a habit-forming substance, behavior, or activity having harmful
physical, psychological, or social effects.” When we speak of addiction, we commonly
associate it with substances like recreational or illegal drugs. However, due to the widespread
use of the Internet, the digital age has ushered an addiction that has become a growing
concern in the society – Internet Addiction.

Internet addiction may come in different forms such as social media addiction, video
game addiction, cybersex or online sex addiction, and online gambling addiction. Undeniably,
the Internet has introduced to society a whole new human experience. Aside from its
educational and informational functions, the Web has offered media users a higher and more
enjoyable level of recreation with all the games, social media, and even online shopping,
which, in effect, makes users more glued to their devices. Moreover, thanks to smartphones
and mobile internet data services, people can now access these almost anytime, anywhere!
More and more individuals are now developing a heightened dependence with these evolving
technologies, some at a manageable level but others at an alarming degree opening the
possibility of having their devices and the Internet interfere with their daily activities.

Internet addiction may be developed due to several factors like stress, anxiety,
depression, other forms of addiction, lack of social support, or lack of parental guidance, or
inactivity. These are some of the signs and symptoms of Internet addiction you may want to
be mindful of:
Being less conscious of time spent online or with gadgets that enable Internet
access
Failing to complete tasks or activities intended to be finished at the time you were
using the Internet
Having less time with friends and family
Lack of remorse for your excessive Internet use
Feeling more excited with Internet activities rather than real-life or physical
activities
 What You Will Do

Activity 8.6: Self-Test

Instructions: Take the self-quiz on Internet Addiction found in this website:

https://www.mind-diagnostics.org/internet_addiction-test. Afterwards, answer the
questions that follow:
1. Based on your result, how would you assess yourself in terms of Internet usage
and Internet addiction?
2. How would you improve your digital and online habits?
3. What ways can you suggest to your peers to avoid developing Internet or
computer addiction?

Cyberbullying
In 2012, a certain college student gained infamy after a video of her allegedly shouting
at a female security guard at LRT-2 Santolan went viral. She was subjected to severe ridicule,
hateful messages, and even threats and because of the abuse she was getting on media, she
deactivated all her social media accounts and even refused to leave her home. In 2013, a 12-
year-old Fil-Am student from New York took her own life after she was bullied due to a video
uploaded on YouTube where she was shown arguing with another classmate. In 2017, a
Grade 8 student from Ramon Torres National High School (RTNHS) in Negros Occidental
ended his own life because of cyber bullying after being bullied and sent disturbing messages
accusing him of stealing his classmate’s computer tablet.

Online violence, cyber bullying and digital harassment affect over 70 percent of young
people globally, according to the United Nations Children’s Fund (UNICEF), as it called on
internet users to “be kind online” and prevent this form of violence. These cases are only a
tiny fraction of this figure, just a few out of the countless victims of cyberbullying with some still
constantly battling the pains and demoralization while others, in extreme cases, succumbing
to suicide.

By definition, cyberbullying is a type of offensive action toward another which takes

place using electronic technology (Liquigan, 2016). This occurrence can trigger traumatic
experiences for the victims just like bullying in real life. Cyberbullies post or send hateful and
mean messages as well images which are deliberately meant to mock, ridicule, embarrass,
hurt, or attack a person. What’s worse about cyberbullying is that online content used by
cyberbullies may stay on the Web for a long time. Even if the original content may be deleted,
screenshots or copies of it may continue to circulate on social media or on the Internet. This
makes it harder for victims to move forward if the things that traumatizes them constantly
resurfaces on the Web. Cyberbullying and bullying in general also feed “a continuum of
damaging behavior.” Victims of cyberbullying are more likely to abuse drugs and alcohol, skip
school, receive poor grades and experience low self-esteem and health problems.

As a conscientious person and a responsible media consumer and producer, it is your

unspoken duty to refrain from and denounce cyberbullying. Moreover, to further avoid
cyberbullying, you can promote proper netiquette to your peers, foster mutual respect and
courtesy by avoiding flame wars, and be vigilant against people’s intention to harm other
netizens.
What You Will Do

Activity 8.6: Name two of the possible health-related effects that cyberbullying can
have on a victim and explain each.

1. ___________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. ___________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

What’s More
Enrichment

What you will do

Activity 8.7: Analyze the graphic below and answer the questions that follow briefly.
Write your answers in a separate sheet of paper

Source: https://www.esa.int/About_Us/Law_at_ESA/Intellectual_Property_Rights/What_is_intellectual_property

Guide questions:
1. What issues do you see in the poster?
2. What possible dangers and issues in the picture?
3. Which of these issues have happened to you or to your friends? Why did they
happen?
Activity 8.8: Explain what each photo represent and what rule of netiquette is violated.
Explain how the issues implied in these photos affect media consumers like you. Write
your answers on a separate sheet of paper.

1.
Source: https://medium.com/@firdausbakharia_67166/netiquette-online-manners-e122223d0505

2.
Source: https://www.victoriaadvocate.com/news/education/should-the-definition-of-bullying-include-
cyberbullying/article_1276accf-7740-5d64-ac6f-40778961ab91.html

3.
Source: https://virtuallybadges.weebly.com/station-5-netiquette.html

4.
Source: https://www.slideshare.net/BlackOps2/what-is-plagiarism-copyrighting-and-netiquette
 Activity 8.9: Case Study on Cyberbullying

Read the news article about Robert Blair Carabuena and the Metropolitan Manila
Development Authority Aide Fabros: "Carabuena: From bully to cyberbullying
victim (Resource link: https://news.abs-cbn.com/lifestyle/08/23/12/carabuena-bully-
cyberbullying-victim)

After reading, answer the following questions:

• What did Carabuena do that made netizens angry?
• Describe the acts of cyber bullying that the netizens did to Carabuena. Do you
think their actions are justifiable? Defend your answer.
• How did the incident affect Carabuena's life?
• Do you think technology and the Internet has made bullying easier?
• Give one suggestion to avoid cyber bullying and give one suggestion to avoid
being a cyberbully.

What I Have Learned

Generalization

Complete the sentence stem below.

1. Plagiarism is a legal violation of __________________________________________
___________________________________________________________________
___________________________________________________________________
2. Practicing good netiquette entails ________________________________________
___________________________________________________________________
___________________________________________________________________
3. Digital Divide, Internet Addiction, and Cyberbullying are pressing concerns in media
and information today because __________________________________________
___________________________________________________________________
___________________________________________________________________

What I Can Do
Application

Creating a Social Media Campaign

The Internet and social media have been efficient mediums not only in social networking
or marketing products and services but also in lobbying certain advocacies and
campaigns. In this activity, you are to create a 3-week social media campaign which
aims to combat any of the following issues (Choose only one):
A. Digital Divide
B. Internet Addiction
C. Cyberbullying

Read along and follow the instructions specified on the next page.
1. Before starting the campaign, draft a campaign plan containing the following parts:
I. Goal of the campaign
Set your campaign goals
What do you aim to achieve by the end of your campaign?
II. Target audience
a. Understand your ideal target market
b. What demographic, age bracket, or groups of people do you intend to
mainly target with your campaign?
III. Channel
Choose your social media channel
Will you use Facebook? Instagram? Twitter? YouTube? TikTok? Or all of
them?
IV. Content Creation
a. For the span of the 3-week campaign, you are to produce three outputs:
1) Photograph, 2) Infographic, and 3) 1-minute video infomercial.
b. Conceptualize what focus each output should contain and decide on
what week you will upload your outputs. You should be able to publish
one output per week.
V. Create a calendar
a. Your social media campaign must work on a 3-week schedule. In this
part of your plan, outline your activities and content from beginning to
end.
2. By the end of the campaign, you are to create an accomplishment report with the
following parts:
I. Social media analytics
Report the campaign’s social media reach (likes and shares) and
engagement (shares and comments) of the posts.
II. Assess the overall impact of the campaign. Was your goal achieved? Did the
campaign reach your intended audience? Were you able to get your message
across?
III. Identify the challenges and difficulties you encountered in planning and
executing the social media campaign
IV. Lastly, suggest ways on how you can improve future social campaigns.

Encode and print these reports on an A4-sized bond paper. Attach with your report the
grading rubric found on the next page.
 Excellent Good Fair Poor
Clear social media goals
Demonstrates realistic
and clear goals. Ex. Campaign goals are clear, Goals identified but group Goals identified but not
No goals identified
communications, well-defined, and realistic could have put more in it fulfilled
identifying market needs,
etc.
The project includes all
The project includes some
information relevant to the The project includes all
relevant information.
topic and is presented in a relevant information.
Content is somewhat The project is lacking in
Content well-organized fashion. Content is well organized.
Social Media Campaign Rubric

organized. There is not elements required. There

Message is clearly related Message is clear and
enough information are many gaps in
and presented in a presented in an original
presented to clearly relate information presented.
creative, thought- way but lacks in the
ideas. Information is
provoking, and original creative aspect.
disorganized.
way.
Work is done with little
The work done Work is done with fair effort, quality is not what
demonstrates that the The work was done with effort, but the quality is the learner is capable of.
Work quality/effort
learner is proud of his/her good effort. Time put into still not what the learner is Work was rushed and
work. Effort exceeds this project is appropriate. capable of. It is evident little time was spent on
expectation. that the work was rushed. the final product. Work is
incomplete.
Time Frame The student has Student has completed by Student has completed by Student has completed by
Students provided the completed the campaign the goals of the campaign the goals of the campaign the goals of the campaign
information in the within the prescribed 3- but a day late after the but 3 days late after the but a week late after the
acceptable time frame week schedule prescribed 3-week period prescribed 3-week period prescribed 3-week period
Posts promote interaction
Some posts have a
Social Media with audience and have Small audience and very Under 10 likes or shares
limited amount of
Engagement many likes, shares, & little interaction and no interaction
interaction.
comments
 Assessment
Posttest

I. MULTIPLE CHOICE. Identify the correct answer to the following questions. Write the letter
of your choice on the space before the number.

______ 1. This is an act or instance of using or closely imitating the language and thoughts
of another author without authorization
a. Intellectual Property c. Plagiarism
b. Copyright d. Fair Use

______ 2. RA 8293 is otherwise known as _________.

a. Intellectual Property Code of the Philippines
b. Cybercrime Law
c. Anti-cyberbullying Law
d. Anti-Terrorism Act of 2020

______3. Fair use means you can use copyrighted materials without license only for certain
purposes. These reasons include all choices EXCEPT:
a. Reporting c. Research
b. Scamming d. Teaching

______ 4. This is a type of plagiarism where the writer copies from several different sources,
tweaking the sentences to make them fit together while retaining most of the
original phrasing.
a. The Ghost Writer c. The Perfect Crime
b. The Misinformer d. The Potluck Paper

______ 5. This is a type of plagiarism where the writer properly quotes and cites sources in
some places, but goes on to paraphrase other arguments from those sources
without citation.
a. The Ghost Writer c. The Perfect Crime
b. The Misinformer d. The Potluck Paper

______ 6. This refers to having the appropriate knowledge and skills to effectively use digital
technologies to communicate with others, participate in society and create and
consume digital content.
a. Netiquette c. Digital Citizenship
b. Netizenship d. Media consumerism

______ 7. This is what people do when they express a strongly held opinion on the Internet
without holding back any emotion
a. Flaming c. Arguing
b. Talking d. Discussing

______8. The acronym used to help you review your behavior online
a. CLICK c. NET
b. FEEL d. THINK
______ 9. The people who were born before the widespread adoption of computers and the
Internet and has had to adopt digital technology later in life are referred to as
__________.
a. Digital Natives c. Digital Citizens
b. Digital Immigrants d. Digital Netizens

______ 10. All of these choices are factors contributing to Internet addiction EXCEPT:
a. Depression c. Social belongingness
b. Anxiety d. Lack of parental guidance

II. Read each scenario below and identify if the situation manifests good or bad netiquette.
Write G for good netiquette and B for bad netiquette.

____ 1. Alexi wants to post a comment to an online message board. She really wants to
emphasize her opinion. She responds in ALL UPPERCASE LETTERS!
____ 2. Tina had a small disagreement on Facebook with her friend about a certain political
issue. She noticed that her friend started to get personal with her responses. Instead
for responding with anger, Tina told her friend that they could just agree to disagree.
____ 3. David is an Internet expert. He reads a question from a newcomer in an online
discussion group. For him the answer is easy but the "newbie" is having trouble. He
responds, "Hey newbie! Can't you read a book? Don't ask such a dumb question!"
____ 4. Andrew’s laptop got broken so he borrowed his classmate’s for an assignment he had
for school. As he opened the Internet browser, his classmate apparently left his
Facebook messenger open. Curious, Andrew browsed through his classmate’s
messenger.
____5. Aubrey noticed a factual error on her Facebook friend’s post. Instead of shaming or
mocking her, she privately messaged her friend and politely told her that her post has
an error and that she should correct it.

Additional Activity

What’s In the Law?

Our Intellectual Property Rights are anchored on an actual law. In this activity, you will
further look into the actual law the where these rights are rooted. Follow the instructions
below:
1. Read the “The Intellectual Property Law of the Philippines”
Link: https://www.chanrobles.com/legal7code.htm#.XvXAbCgzbDc
2. Answer the following questions and write them on a separate sheet of paper:
a. What are example of copyright protected works under the Philippines Law?
b. What are example of works not protected by copyright?
c. What is the difference between original works and derivative works?
d. As a student, how can you promote ethical use of media and information?

Awesome! You are done with Lesson 8.

Relax and take a break 😊
Then let’s take off to Module 4! Read on!
References

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https://www.manilatimes.net/2019/07/14/business/columnists-business/but-what-is-
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