MEDIA AND INFORMATION LITERACY

Quarter 3: MODULE 1 - INTRODUCTION TO MEDIA AND INFORMATION LITERACY

STEM | GRADE 12 | SEM 2-2023

the message in ways both

intended and unintended by the
LESSON 1: THE ROLE OF MEDIA IN THE
source (McLean, 2005)
COMMUNICATION PROCESS 5. FEEDBACK
● the message or response of the
COMMUNICATION receiver which is sent back to the
● defined as the process of source
understanding and sharing 6. ENVIRONMENT
meaning (Pearson & Nelson, ● the atmosphere, physical and
2000). psychological, where you send and
● The root of the word receive messages (McLean, 2005)
“communication” in Latin is 7. CONTEXT
communicare, which means to ● the communication interaction
share or to make common involves the setting, scene, and
(Weekley, 1967). expectations of the individuals
involved (McLean, 2005)
COMPONENTS OF COMMUNICATION 8. INTERFERENCE
● The book “Business ● anything that blocks or changes
Communication for Success” the source’s intended meaning of
lists eight essential components of the message (McLean, 2005)
communication:
1. Source
2. Message
THE COMMUNICATION PROCESS
3. Channel
THROUGH MODELS
4. Receiver
5. Feedback
6. Environment 1 . HAROLD LASSWELL’S
7. Context COMMUNICATION MODEL
8. Interference

1.SOURCE
● a person, group, or entity that
forms, creates, sends, or forwards
a message or information
2. MESSAGE ● Harold Lasswell’s
● the stimulus or meaning produced communication model shows a
by the source for the receiver or one-way transmission of
audience (McLean, 2005) information and simply illustrates
3. CHANNEL how communication starts from a
● the tool or manner in which the sender who transmits their
messages will be carried through message through a channel to an
from the source to the receiver intended receiver, consequently
4. RECEIVER with a corresponding effect. These
● receives the message from the channels may come in the form of
source, analyzing and interpreting spoken medium or through digital
MEDIA AND INFORMATION LITERACY
Quarter 3: MODULE 1 - INTRODUCTION TO MEDIA AND INFORMATION LITERACY
STEM | GRADE 12 | SEM 2-2023

or technological instruments like Weaver’s model, shifting the

phones, computers, and the like. focus to the context,
This model attempts to answer the environment, and other factors
question, “Who says what to surrounding the participants
whom, through what medium, and involved in the communication
with what effect?” process.
● These factors include the
2 . SHANNON AND WEAVER’S following:
COMMUNICATION MODEL ○ Communication skills, such
as reading, writing,
speaking, listening, and
watching.
○ Knowledge about a subject
or topic
○ Attitude toward the topic
and the audience
○ Social and cultural aspects
● A development of Lasswell’s that influence the content of
model is a version by Claude the message and the
Shannon and Warren Weaver, manner by which it is sent
which takes into account the
concept of noise. Much like in
FORMS OF COMMUNICATION
Lasswell’s, this model also
indicates how communication ● Communication may come in
starts with the information source different forms. The following are
who then sends a message with the five main forms of
the use of a transmitter (channel). communication:
The signals that are sent and 1. INTRAPERSONAL
received can vary depending on COMMUNICATION
the method of communication. 2. INTERPERSONAL
However, the difference between COMMUNICATION
the models comes from the 3. GROUP COMMUNICATION
incorporation of the “noise.” Noise 4. PUBLIC COMMUNICATION
refers to anything that may 5. MASS COMMUNICATION
interfere – stop or alter – the
message being carried. 1. INTRAPERSONAL COMMUNICATION
● It is a form of communication
3 . DAVID BERLO’S SMCR with oneself using internal
COMMUNICATION MODEL vocalization or reflective
thinking (Communication in the
Real World, 2010).
● We do it every time we quietly
● Years later, David Berlo decide on what to when we
developed Shannon and contemplate on what decisions to
make, or even make observations
MEDIA AND INFORMATION LITERACY
Quarter 3: MODULE 1 - INTRODUCTION TO MEDIA AND INFORMATION LITERACY
STEM | GRADE 12 | SEM 2-2023

or formulate opinions about the ● mass communication has slowly

things around us which we keep to and strategically shifted its medium
ourselves. to the internet world through
2. INTERPERSONAL COMMUNICATION websites and social media.
● is a form of communication
between two different people
THE ROLE OF MEDIA AND
who may or may not have a
direct relationship with each INFORMATION IN COMMUNICATION
other but are mutually and actively ● the two distinct elements that are
part of the communication process. intrinsically interconnected with the
● can be planned or unplanned, concept of communication – media
but since it is interactive, it is and information.
usually more structured and ● In other words, information is
influenced by social one of the reasons why
expectations (Communication in communication is done in the
the Real World, 2010). first place, and this information
3. GROUP COMMUNICATION can be shared through media.
● type of communication between
three or more people interacting media is the plural form of the medium
to achieve a specific objective or a
certain goal. DIFFERENT DEFINITIONS OF MEDIA
● often happens during teambased Oxford Learner’s Dictionaries
tasks mostly done in school works ● the main ways that large numbers
or organizational endeavors. of people receive information and
4. PUBLIC COMMUNICATION entertainment that is television,
● a sender-focused form of radio, newspapers, and the
communication in which one internet
person is typically responsible
for conveying information to an UNESCO Media and Information
audience Literacy Curriculum for Teachers
● usually seen during campaigns, ● refers to the combination of
speeches, or other public speaking physical objects used to
events. communicate or mass
● Among the other forms of communication through physical
communication discussed so far, objects such as radio, television,
this is the most formal, computers, or film, etc.
intentional, and goal-oriented ● source of credible information in
type. which contents are provided
5. MASS COMMUNICATION through an editorial process
● Public communication becomes determined by journalistic values,
mass communication when it is and therefore editorial
transmitted to many people accountability can be attributed to
through print or electronic an organization or a legal person
media.
MEDIA AND INFORMATION LITERACY
Quarter 3: MODULE 1 - INTRODUCTION TO MEDIA AND INFORMATION LITERACY
STEM | GRADE 12 | SEM 2-2023

that you can communicate as well

David Buckingham (2003), Director of as the form that you communicate
the London University Centre for the it in.
Study of Children, Youth and Media ● any alteration or problem among
(Callison & Tilley, 2006) the elements of communication,
● something we use when we especially in how it is packaged
want to communicate with and sent, will also result in a
people indirectly, rather than in misunderstanding or
person or by face-to-face contact miscommunication. This is the
● provide channels through which role of media and information in
representations and images of the ineffective communication.
world can be communicated
indirectly Media And Information Plays A Vital
Role Not Only In Communication But In
Presidential Decree No. 1019 (1976) Our Lives.
● refers to the print medium of
communication, which includes 1. IT MAKES THE WORLD A SMALLER
all newspapers, periodicals, PLACE
magazines, journals, and ● Today, the world seemed like a
publications and all advertising smaller place than before, as
therein, and billboards, neon through digital media, a person
signs, and the like and the can be connected to anyone
broadcast medium of else in the world at any given
communication, which includes time.
radio and television broadcasting ● Social media platforms bring
in all their aspects and all other people from different locations,
cinematographic or radio backgrounds, cultures, and races
promotions and advertising together.
● Today’s media also creates bridges
The definitions above all suggest that between countries and cultures
media is an instrument for transmitting without having the need to travel
information – it’s the vehicle for a physically; all we need is to look
message something up on the web.
2. IT MAKES COMMUNICATION
It may range from print media, CONVENIENT
broadcast media, film or cinema, and ● Now, people may communicate
new media or the Internet. without having to wait long
through the existence of the e-mail
How then will all these affect the and various messaging sites and
process of communication? apps.
● Changes in media and technology 3. IT SHAPES PUBLIC OPINION
will also change the nature of your ● In his book “Setting the Agenda,”
content. Maxwell McCombs explained that
● the nature of the media that you mass media shapes public
use dictates the kind of information opinion through its wide reach,
MEDIA AND INFORMATION LITERACY
Quarter 3: MODULE 1 - INTRODUCTION TO MEDIA AND INFORMATION LITERACY
STEM | GRADE 12 | SEM 2-2023

not to mention the perceived of specific events or situation

credibility of the media, they can that has been gathered or
sway the opinion of their audience received by communication,
according to the message they intelligence, or newspapers.”
convey.
● They also affect the MEDIA LITERACY
decision-making process of their ● The ability to access, analyze,
listeners evaluate, and create media in a
○ This classic case of variety of forms. It aims to
jumping on the empower citizens by providing
bandwagon proves the them with the competencies
extent of mass media’s (knowledge and skills) necessary
influence on public to engage with traditional media
opinion (Gonzales, 2016). and new technologies.

INFORMATION LITERACY
LESSON 2: MEDIA LITERACY,
● The ability to recognize when
INFORMATION LITERACY, AND information is needed and to
TECHNOLOGY LITERACY locate, evaluate, and effectively
communicate information in its
LITERACY various formats.
● According to UNESCO, it is the
“ability to identify, understand, TECHNOLOGY (DIGITAL) LITERACY
interpret, create, communicate, ● The ability of an individual, either
and compute, using printed and working independently or with
written materials associated others, to responsibly,
with varying contexts.” appropriately, and effectively use
● Literacy involves a wide range of technological tools. Using these
learning, wherein individuals able tools, an individual can access,
to develop their knowledge and manage, integrate, evaluate,
skills, achieve their goals, and create, and communicate
participate fully in their community information.
and wider society.
Media literacy, information literacy, and
INFORMATION technology literacy are combined
● According to UNESCO Media and together as Media and Information
Information Literacy Curriculum Literacy (MIL).
for Teachers, it is a “broad term
that can cover data, knowledge
derived from study, experience, MEDIA AND INFORMATION LITERACY
or instruction, signals, or
symbols.” ● UNESCO defines Media and
● When you use media, information Information Literacy as “a set of
is referred to as the “knowledge competencies that empowers
citizens to access, retrieve,
MEDIA AND INFORMATION LITERACY
Quarter 3: MODULE 1 - INTRODUCTION TO MEDIA AND INFORMATION LITERACY
STEM | GRADE 12 | SEM 2-2023

understand, evaluate and use, to BEING MEDIA AND INFORMATION

create as well as share LITERATE MEANS…
information and media content ● being able to know where and how
in all formats, using various to access sources of information
tools, in a critical, ethical and ● to analyze the meaning and
effective way, in order to importance of the information we
participate and engage in come across
personal, professional and ● to evaluate the value, truthfulness,
societal activities.” and credibility of such information
● It is the ability to effectively and ● to create, produce, and share
efficiently create, use, media products knowing fully well
comprehend, and share your responsibility to your
information through any mediated audience.
communication.
● The ability to navigate the media is
KEY CONCEPTS OF MIL
a powerful and crucial skill.

1. All media messages are constructed

● Messages, as products of media,
are created by sources who
deliberately or unconsciously
choose the quality and quantity
of content they wish to send or
disseminate – what to include,
what to leave out, and how to
portray such information.
• Access – What kind of media were you ● These decisions follow the
absorbing? How did you get to it? creator’s opinions and perspective,
either intentional or instinctive, as
• Analyze – Were you making sense of its influenced by their prior
messages? Do you need this information? knowledge, assumptions, and
biases.
• Evaluate – Were you aware that each
message was created by someone with 2. Audiences negotiate meaning
their own goals and opinions? ● Meanings are truly in people.
● The meaning of any media
• Create – When you create media, like a product is not solely formed by
Facebook post or an Instagram story, what the source or its creators but a
is your responsibility to those who view it? collaboration between them and
the audience – which means that
• Act – What do you do with all that the different audiences may have
information you just received? Can you varied takeaways from the same
access or locate other credible information content.
sources? ● we, as consumers, also have our
own baggage too, which
MEDIA AND INFORMATION LITERACY
Quarter 3: MODULE 1 - INTRODUCTION TO MEDIA AND INFORMATION LITERACY
STEM | GRADE 12 | SEM 2-2023

determines how we react to and 5. Each medium has a unique aesthetic

interpret messages. form
● MIL encourages us to ● the kind, quality, and quantity of
understand how individual information that you can
factors, such as age, gender, communicate is determined by
race, and social status, affect the media that you use.
our interpretations of media. ● This includes the technical,
commercial, and creative demands
3. Media messages have commercial of each medium.
implications
● A lot of the media messages that CRITICAL THINKING
we consume every day are funded ● immensely necessary for
by advertisements or financed discerning the media source and
by businesses. the kind of information that you
● some of these content is bound to consume.
sell a product or service or make a ● trains us to take a step back,
profit. evaluate facts, and form
● some media industries belong to a evidence-based conclusions
big and powerful network of
corporations that exert influence on
content and distribution. Being media and information literate
doesn’t mean we always criticize
4. Media messages have social and everything; rather, it means that we try
political implications to distinguish between claims and
● The media, as vehicles of information with evidence and those
information, may convey without.
ideological messages about
values, power, and authority. OTHER CONCEPTS THAT ARE
● The media, as the press, being the INTERCONNECTED WITH MEDIA AND
fourth estate, also has an explicit INFORMATION LITERACY
capacity of advocacy and ● News Literacy
implicit ability to frame social ● Media Literacy
and political issues. ● Cultural Diversity
● These messages may be ● Basic Literacy
packaged out of conscious ● Digital Literacy
decisions, but more often than not, ● ICT Literacy/Internet Security
they are the results of unconscious ● Information Literacy
biases and unquestioned ● LIbrary Literacy
assumptions – and they can have ● Other Types of Literacy
a significant influence on what we
think and believe.
● media have a great influence on
politics and on forming social
change.
MEDIA AND INFORMATION LITERACY
Quarter 3: MODULE 1 - INTRODUCTION TO MEDIA AND INFORMATION LITERACY
STEM | GRADE 12 | SEM 2-2023

impart and receive information,

BENEFITS OF MEDIA AND
taking advantage of emerging
INFORMATION LITERACY opportunities in the most
effective, inclusive, ethical and
1. It teaches you how to verify the efficient manner for the benefit
information and acknowledge others’ of all individuals (UNESCO,
perspectives. 2013).”
● Overall, well-informed citizens are
2. It encourages audiences to think able to contribute to the cultivation
critically. of a media and information-literate
population,
3. It promotes responsible information
sharing and dissemination.

4. It helps you identify and understand

the media’s role in our culture.

5. It teaches you to think and decide

objectively, factually, and reasonably.

6. It encourages you to participate in

public affairs as a citizen actively

7. It teaches you to create your own

content responsibly

8. It makes you better appreciate media

products

IMPACT OF MEDIA AND

INFORMATION LITERACY TO LESSON 3: RESPONSIBLE USE OF
SOCIETY MEDIA AND INFORMATION

● Ultimately, MIL would form INFORMATION DISORDER

independent critical-reflective ● refers to the many ways our
thinkers and knowledge information environment is polluted
builders. – content is fake, used out of
● It will “empower people to context, or weaponized to attack
exercise their universal rights certain individuals or groups of
and fundamental freedoms, people.
such as freedom of opinion and
expression, as well as to seek,
MEDIA AND INFORMATION LITERACY
Quarter 3: MODULE 1 - INTRODUCTION TO MEDIA AND INFORMATION LITERACY
STEM | GRADE 12 | SEM 2-2023

○ Manipulated content
THE INFORMATION DISORDER
■ when genuine
content is
There are three categories of manipulated to
Information Disorder: deceive
● Misinformation ○ Fabricated content
● Disinformation ■ fabricated “news
● Mal-information. sites” or fabricated
visual
1. MISINFORMATION 3. MAL-INFORMATION
● refers to information that is false, ● refers to information that is based
but the person sharing or on reality but is used to inflict
disseminating it unknowingly harm
perceives it as something true.
○ False connection
MEDIA AND INFORMATION LITERACY
■ when headlines or
visuals do not SKILLS
support the content
○ Misleading content The Center for Media Literacy (2005)
■ by cropping photos lists five core concepts of Media
or choosing quotes Literacy:
or statistics 1. All media messages are
selectively ‘constructed.’

2. DISINFORMATION 2. Media messages are

● refers to content that contains constructed using a creative
false information with the language with its own rules.
deliberate intention to mislead
or deceive the audience. 3. Different people experience
○ False context the same media message
■ when genuine differently.
content is
re-circulated out of 4. Media have embedded values
its original context and points of view.
○ Imposter content
■ persons’ bylines 5. Most media messages are
used alongside organized to gain profit or
articles they did not power.
write, or
organizations’ logos
used in videos or
images they did not
create
MEDIA AND INFORMATION LITERACY
Quarter 3: MODULE 1 - INTRODUCTION TO MEDIA AND INFORMATION LITERACY
STEM | GRADE 12 | SEM 2-2023

The following are seven (7) MIL skills production values – choice of
that you, as a media user and producer, lighting, editing, special effects,
should develop: music, camera angles, location
on the page, and size and
1. The ability and willingness to make placement of headline.
an effort to understand the content, to ● Understanding how mediacreates
pay attention, and to filter out noise and shapes various production
also encourages the audience to
2. An understanding of and respect for have a deeper appreciation of art
the power of media messages through media.
● We need to be self-aware of the
influence of media on our lives.
GENRE
3. The ability to distinguish emotional ● a category of expressions within
from reasoned reactions when the different media, i.e., “evening
responding to content and to act news,” “documentary,” “horror
accordingly movie,” or “entertainment.”

4. Development of heightened GENRE CONVENTIONS

expectations of media content ● distinctive, standardized style
elements that characterize a
5. A knowledge of genre conventions particular genre (Example: music,
and the ability to recognize when they style, “tatak”).
are being mixed ● Knowledge of these conventions is
important because they cue us or
6. The ability to think critically about direct our meaning-making.
media messages, no matter how
credible their sources To put it briefly, the skills MIL teaches
● The news media is sometimes you boils down to these four
referred to as the fourth branch of components:
the government, but this does not 1. ACCESS
mean, however, that we should a. To information
believe everything they report. b. To communication tools
● It is important to “triangulate” or 2. ANALYSIS
look for other credible sources a. Of how media is
that may contain the same constructed
information. 3. EVALUATION
a. Of a content’s meaning,
7. A knowledge and appreciation of the value, purpose, and point
internal language of various media and of view
the ability to understand its effects, no 4. CREATION
matter how complex a. Of a media
● Each medium has its own specific content/message
internal language, and this
language is expressed in
MEDIA AND INFORMATION LITERACY
Quarter 3: MODULE 1 - INTRODUCTION TO MEDIA AND INFORMATION LITERACY
STEM | GRADE 12 | SEM 2-2023

– all media content carries subtle

messages that may sway our
MY RESPONSIBILITY AS A MEDIA
opinions, even content providers
CONSUMER that try to present information
objectively can have an
According to the Center of Media unconscious slant.
Literacy, when analyzing media
messages, you should ask these five 5. Why is this message being sent?
key questions related to the five core (Purpose)
concepts of Media Literacy: ● Examining the purpose of a
message uncovers how it may
1. Who created this message? (Author) have been influenced by money,
● This question introduces two ego, or ideology and gives you
fundamental insights about all knowledge on how to interpret
media – “constructedness” and and respond to a message
choice. appropriately.

2. What creative techniques are used to One of the greatest challenges today in
attract my attention? (Format) an information-filled era is the
● Looking at the format of a media proliferation of “fake news” or articles
message means analyzing the that contain false information with the
way it is constructed, the creative deliberate intention to mislead or
components that are used in deceive the audience.
putting it together – words, music,
color, movement, camera angle, Rappler has created a quick guide on
and many more. how to check if an article is fake.

3. How might other people understand

this message differently than me?
(Audience)
● As cited from the Center for
Media Literacy, “our differences
influence our various
interpretations of media
messages and second, that our
similarities create common
understandings.

4. What values, lifestyles, and points of

view are represented in, or omitted
from, this message? (Content)
● the way information is sent,
packaged, and received is
influenced by academic, social,
cultural, and political principles
MEDIA AND INFORMATION LITERACY
Quarter 3: MODULE 1 - INTRODUCTION TO MEDIA AND INFORMATION LITERACY
STEM | GRADE 12 | SEM 2-2023

1. Check the source. 4. Be open to learning and

2. Read beyond the headline. constructive criticisms
3. Check for exaggerated
language. 5. Share expert knowledge
4. Check if data in story is backed
up by experts. 6. Respect other people’s privacy
5. Check the date.
6. Cross-check with reliable 7. Always be respectful
sources.
GOOD LUCK!
-XINE<3

MY RESPONSIBILITY AS A MEDIA
PRODUCER

MEDIA PRODUCERS
● described as people who oversee
media projects (like films, TV
shows, etc.) from conception to
completion and may also be
involved in the marketing and
distribution process (Gonzales,
2016).
● those who contribute intellectual or
creative content through and in
media, even including your
Facebook posts, tweets, Instagram
photos, or vlogs.
● people who are capable of
creating and sharing information
through a media channel – that
includes you.

RESPONSIBILITIES AS A MEDIA AND

INFORMATION LITERATE CONTENT
PRODUCER.
1. Give credit where credit is due.

2. Avoid sharing raw and

unverified information.

3. Think about who can see what

you have shared.